{"response":{"docs":[{"id":"bcas_bcmss0837_383","title":"Desegregation Committee 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":["1996-06-14"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","School integration","Education--Evaluation"],"dcterms_title":["Desegregation Committee 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/383"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"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  \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nPart I taken to eliminate outdated requirements and those governed elsewhere under law. Such action would allow the district to take advantage of or experiment with new educational reforms. For example, the Incentive School Program was designed to promote and ensure academic excellence in schools that were difficult to desegregate. The program contained a multitude of obligations driven by an exhaustive list of programs and activities. Yet, current programming has not resulted in the accomplishment of the goals of the incentive schools\ntherefore, the district must now redesign the Incentive School Program and seek modification of the Desegregation Plan. In order to help close the achievement gap between students, it is crucial that intervention be in place as early as possible in a childs life. Therefore, we recommend that the highly successful four-year-old program be added wherever economically feasible. We also recommend that it be a priority that four-year-old programs be placed in schools where the 8Part I M n students are the most economically deprived. It is also important that programs such as Reading Recovery be considered for implementation so that very young students with reading problems can be targeted and a W larger, life-long problem which affects all aspects of a students n performance will be prevented. H M The districts plan must include accountability, evaluation and institution of a more efficient, ongoing monitoring system to ensure that the M goals are achieved. in III I III III M M 9n R n Part 11 - Specific Recommendations R student Achievement R Academic Suppon R  Decisions for which Title I Programs are used should be school-based provided R schools follow established local, state and federal guidelines. H  Review and revise academic support programs so they are integrated and current R with state, federal and desegregation plan guidelines. H  Select measurement tools that will determine how well students have learned that R which is required of them. Standards and expectations should be equally high for all R smdents recognizing that achievement may occur at differing paces. R  Provide ongoing quality inservice to all persons involved in the implementation of R programs. M Staff Development M  Review and update the staff development components in accordance with the current needs of the district. R R 10Specific Recommendations  Monitor and evaluate the effectiveness of the ongoing staff development activities and revise as needed. M  Provide comprehensive training to all staff and patrons so that everyone is knowledgeable of the desegregation plan and the districts mission and goals. M  Continue to investigate and research sources of strategies, models and activities that have proven to be successful in urban settings. M Student Safety and Discipline w  Annually evaluate and update the districtwide and school-based safety and security M plans. Id  Educate smdents and all staff on procedures and responsibilities. Id Id  Provide training for all staff in awareness, prevention and intervention of school violence.  Implement conflict resolution training programs for students and all staff members. M Id 11Specific Recommendations H  Establish district policies and contract language that emphasize a safe school environment for all. PI PI  Establish an effective comprehensive alternative education program (e.g. special schools, schools within a school, in-school suspension). PI  Seek additional funding for special and extended services for all students by PI collaborating with local, state and federal agencies (city board of directors. United Way, Childrens Hospital, Children and Family Services, private and public grants PI sources) to maximize and utilize services for students. PI Special Schools Inceniivg Schools H m PI  Maintain the current number of incentive schools, but change the designation to PI remove the negative connotation that the words incentive schools now carry PI (e.g., magnet schools of excellence, special magnet). III  Offer a strong basic skills program that gives the students an opportunity to gain the Ill competencies essential to move successfully through each grade level. M PI 12Specific Recommendations n n (a) Promote and enhance leadership and staff understanding of the incentive school concept. w H (b) Ensure the availability of adequate resources to implement academic programs. M M  Extend the school day by a minimum of 30 minutes daily in order to provide additional instructional time. W  Review the effectiveness of the extended day/week (Saturday)/year programs. Id Look for other options that can accomplish the same objectives for students. Id  Develop an evaluation component with a time line for measuring student and school Id improvement. (a) Use the instructional management system as designed. M (b) Provide quality support and training for staff using the hi management system. Ill Id M 13Specific Recommendations  Review and revise as needed the effectiveness and usefulness of the support programs recommended in the incentive school program as outlined in the plan (pp. H 152-161).  Using a needs-assessment instrument, reevaluate e effectiveness of the existing H incentive schools staffs. Staff should be allowed to transfer out of the incentive M school and/or be involuntarily transferred to other schools. M (a) Implement high quality, ongoing staff development H activities for incentive schools by analyzing staff development needs for all staff. w m (b) Establish a viable program for staff recruitment. Id  Utilize the master-teacher concept in order to provide additional support for Id teachers and support staff through mentoring. Id  Establish an effective recruitment plan for attracting and maintaining master M teachers and strong instructional leaders. Id Id 14H Specific Recommendations n H  Develop a quality staff development program so that individual school needs will be H addressed. M  Use parents/community/city/volunteers to remove environmental obstacles (i.e., H abandoned cars and condemned building) in neighborhoods immediately H surrounding the schools. M Alternative Schools M  Develop and implement a comprehensive alternative education program that provides both prevention as well as intervention. H (a) Alternative programs should provide extra counselors, M psychologists, and other staff to help the students to M return to their schools. Id (b) In no way should these schools be used to merely detain students. M The alternative schools must function as temporary places to M assure that students receive maximum benefits from educational 11 programs offered while they are enrolled. Id Id 15Pi M Specific Recommendations H n (c) A task force should be appointed to develop the program that will H use local, state and federal funding as support. M Area Schools H The school district should continue to fund this area and the assistant M superintendent should be certain that principals take advantage of the allocated resources. M M The school district must develop job descriptions and provide adequate training to aides in all schools. M M Parental Involvement M  Identify promising practices and what works ideas and models\npromote them M as success prototypes and devise a system to disseminate them throughout the district and community. M M  Equip parent recruiters by promoting their teammanship, developing comprehensive job descriptions, targeting their marketing, and connecting them more closely to the schools, in order to ensure their success. m M 16n Specific Recommendations  Work tn expand ways which enable and enoure parental involvement in the childrens education both at home and at school.  Devise and implement comprehensive staff development to train all staff in methods 4 of supporting parent involvement. 14  Promote widespread awareness of school events (such as open houses) throughout the school district and community. 14  Publicize the academic achievements and other outstanding accomplishments of students, staff and schools. Id Public Relations w w m K M M M M The district offers many excellent school programs, but many of its successes are not known by the public. M W  Develop a districtwide system for public relations that interface with parent involvement, community organizations and tri-district collaboration for such involvement. M fed 17HI HI Specific Recommendations HI HI  Recognize the important roles that the school board and administration play in fostering positive public relations and promoting public confidence. HI HI  Establish a system for consistently disseminating successful ideas and approaches used by schools in the district. HI HI  Recognize that public relations goes on throughout the entire year and exists in M every interaction between school personnel and citizens. All district employees and students should relate positively to the community with their every action. M M  Cultivate an atmosphere of mutual respect and equal treatment throughout the district.  HI 111 III Id Id HI Id 18HI Addendum School Finance The committee is aware of the financial challenges the District has faced throughout the last several years. Although no formal presentation of the Districts HI fiscal condition has been made before the committee, an appreciable amount of time has been spent reviewing the financial condition of the LRSD. Each of our Hi recommendations was considered within these restraints. The Little Rock School District is not a resource-poor district. Earlier in the year, the District faced what appeared to be an insurmountable budget deficit. Growth in local assessments, improved tax collections, a modest gain in state funds under the new school funding formula, and effective short-term management decisions were key factors in moving toward a balanced budget for next year. Continued improvement in Id the management of the districts human and financial resources will be extremely important to the districts ability to meet its desegregation obligations while providing Id quality, equal educational opportunities for all students. Id n M w H M H M M hl I In consideration of the Districts financial condition, this committee encourages the LRSD to take advantage of its stable resource base and also to pursue budget strategies that will yield recurring benefits. Accordingly, this committee recommends M that the district develop and implement plans to bring long-term financial soundness to Id 19M School Finance M the District s operations. The committee believes this is a critical first step for the District in order to meet its desegregation obligations, to assure the safety and security of its students and staff, and to restore public confidence in the Little Rock Public Schools. H M M H M M M M UN UN UN nN 20 mH 14 I Summary 4 114 4 114 14 4 The Little Rock School District is a reflection of the community it serves. The quality of any community is inextricably interwoven with the quality of its schools and visa versa. The community is both critic of and provider for its schools. Community involvement and the generation of community ideas for desegregation are essential to help build broad-based community support. The Little Rock School District Board of Directors needs to strongly reaffirm and communicate to the public its commitment to providing quality desegregated education for all of its students. H Furthermore, the district needs to convince the community unequivocally of its M M ability to educate all its students in a safe and orderly environment. The board and administration must focus their attention on making the Desegregation Plan workable, fiscally responsible, and a win-win situation for all children in the district. P4 14 14 The Board Of Directors needs to insist that its policies and procedures current and consistent with the goals and mission of the district so that future are hri leadership will have a clear understanding of the Boards and communitys expectations for leading our schools to excellence. 14 I I 14 The recommendations in this report are this committees vote of confidence in the Little Rock School District. We are of the strong and unwavering belief that if they are acted upon, then our community will marshal the necessary support to produce a 14 21M w Summary n H fully desegregated district with the results that after more than a decade of struggle can have a unitary system which offers quality education for all its students. , we M n M m 14 14 4 4 4 4 4 4 22IK SIGNED: IK II Cora McHenry, Co-Chair / J \\3TdlL' Estelle Matthis n Bill Bowen, Co-Chair Rev. C. E. McAdoo H H Alf] Dodie Am o Dr. Patricia McGraw H Hl Kris Baber Bedy-Mitchell II  Ann Brown II M Irma Hunter Brown Thelma Phillips Win Rockefeller II / /' M Eleanor Coleman Alice Rowe HI Dr. Danny Dillard Frank Smith Hl III Teresa Youn Pl Frank Martin *Court Concern for Appropriateness m Report RECEIVED JUN 1 8 1996 Office of Desocregalion Monitoring 0 n IS 0 Desegregation Committee Little Rock School District 10 n June 14, 1996 I 1PI / O jt / p Little Rock School District p p RECEIVS53 13 1996 June 18, 1996 p Cf Dasegregation p p Ann Brown, Federal Monitor ODM - 201 E. Markham, Suite 510 Little Rock, AR 72201 p Dear Ms. Brown: p p On behalf of the Board of Directors, I would like to takp thi  you for your contribution to the Little Rnck n  PPortuni the personal sacrifice that w was required in order to complete   -\u0026gt;'*1 vfcxx Ill UiUCi LU review of the Districts desegregation documents in a opportunity to thank I realize a very thorough very short period of time. p meeting on Thursday, June 20,1996, ---- at a special commitment to the students of the Little Rock School recognized for your service and District. Sirucerely, llA i I p p 810 West Markham Street Linda Pondexter, President Board of Directors Little Rock, Arkansas 72201  (501)324-2000R R R Ms. Linda Pondexter, President Board of Directors Little Rock School District 810 West Markham Little Rock, AR 72201 June 17, 199\u0026lt; Di/,', JUN / 8 }99dl R Dear Ms. Pondexter: Office of Desegregarion Monjicr.'ng R R The special Citizen Desegregation Committee approved by the Board at its February 22, 1996 meeting has completed its task. We are hopeful that the result of our work provides some guidance to the Board as it struggles to bring closure to a long, expensive and decisive dilemma. pq R Members of the committee, collectively, have spent more than 40 hours reviewing documents, listening to presentations from the administration and other parties to the plan, interviewing selected school staff and deliberating issues the committee deemed central to fulfilling its charge. n n R This report does not purport to be an exhaustive analysis of the technical aspects of the Desegregation Plan or a conclusive opinion on the degree to which the district has, or has not met its obligations under the plan. Rather, it seeks to look toward a stable future for the LRSD and means for the District to build capacity to deliver a high quality educational program for all students in a desegregated setting. A number of the observations and recommendations in the report have undoubtedly been referenced in other communications to the District. The committee chose to repeat these issues as a plea for the district to move immediately and aggressively toward addressing these concerns. R On behalf of the entire committee, we thank the administration for its able and prompt responsiveness to the committees requests for information and for providing access to staff when requested. The staffs assistance played an important role in helping us to clarify issues, test perceptions, and reach consensus on items included in the report. We also thank you for the confidence you expressed in us by designating us to chair the committee and for naming such an outstanding, committed group of individuals with whom to work. Each one on the committee has spent hours in private study to absorb the detailed information necessary to complete the committees task and helped each of us to see our blind spots and recognize our common bond. Finally, if after reviewing this report the Board has any questions, we as co- chairs would welcome the opportunity to appear before the Board at its convenience. Sincerely, jm r^nro Pi K/fpT-Ttf^ni-t/ Din Cora D. McHenry Bill Bowen Co-Chairperson Co-Chairperson ww H w w M w Committee Members Cora D. McHenry, Co-Chair Bill Bowen, Co-Chair Kris Baber Ann Brown Irma Hunter Brown Eleanor Coleman Dr. Danny Dillard Pankey Fells Frank Martin Estelle Matthis Rev. C. E. McAdoo Dr. Patricia McGraw Betty Mitchell Thelma Phillips Win Rockefeller Frank Smith H Alice Rowe Teresa Young M W J I A A 2I Overview w w The Little Rock School District today is uniquely positioned to meet n the goals of its desegregation plan. Though the District continues to cope m with problems that are common to urban school districts such as safety and n security, urban flight, racial issues, financial issues and aging buildings. H the impediments to the districts ability to gain unified status and to N maintain a quality and equitable academic program for ail students can be overcome. A broad segment of the Little Rock community is showing a w renewed interest in and support for a desegregated school system. There w is now a solid base to provide the necessary support to reach the districts w desegregation goals\nhowever, the LRSD cannot do this job alone. The w w time is ripe to reach out to the larger community via businesses, churches and civic organizations to ensure that this district remains the flagship district of the state. The central question is: ARE WE, AS A III COMMUNITY, COMMITTED ENOUGH TO DESEGREGATION AND M UNITED ENOUGH TO SUPPORT A DESEGREGATED SCHOOL JI SYSTEM? M ff 3Overview H W The Little Rock School District has submitted a motion to the district H court setting forth its assessment of the degree to which it has met the n obligations of the plans. The committee did not address the issues n contained therein. n Recognizing that within the committees time limit and other n restraints it is not possible to fashion a viable set of alternatives to the w myriad aspects of the desegregation plan which has commanded the fH attention of so many for so long, and has been the subject of numerous m reports and hours of work by school personnel, the committee limited its R focus to the goals and charges given it by the Board. R Our mission has been to examine the Little Rock School Districts M Desegregation Plan, Interdistrict Plan and the Settlement Agreement in M order to\nJI 1. Determine the extent to which the Board has been able to M meet the goals of the current desegregation plan. n 4H W Overview n 2. Identify barriers impeding the Boards ability to implement the current plan. n 3. Make recommendations for possible alternative actions that M will make it feasible for the board to meet its desegregation n obligations. n n The committee presents its findings and recommendations for your consideration. n n The report is in two parts. Part I describes the major issues w (overriding concerns) that were found throughout our examination and w deliberation of each aspect of the desegregation plan, and previous efforts IH at its implementation. Part II contains specific recommendations in four areas: Id 1. special Schools (Incentive, Alternative and Area) 2. Student Achievement 11 3. Parental Involvement M 4. Public Relations 5HM I Part I n n A lack of stability in the district over the last decade from the n administrative level through school staffing patterns and student assignment, appears to be a major impediment. This lack of stability has M created a leadership void resulting in a disjointed effort to implement the n plan and an erosion of public confidence in the schools. n H An uneven allocation of resources to schools, unstable student placement and uneven implementation of the plans provisions have n resulted in inequitable opportunities for students. The student assignment plan, as currently written, has not been used to address demographic w changes. The plan should be flexible enough to allow the greatest number of children to take advantage of programs regardless of rigid student III assignment ratios. nd bl The absence of a strong, coordinated staff development program causes several problems. There is evidence that a number of persons M n 6 R Part I R R (employees and patrons) are unfamiliar with the requirements of the plans, R missions and goals of the district as they relate to desegregation. The academic program is unevenly delivered in some instances because of a R lack of skills, resources and administrative support to achieve the desired R outcome. Additionally, parental involvement should be an essential R component of any staff development program. The current staff n development activities produce pockets of excellence in some schools and M evidence of neglect in others. M Desegregation is a workable and manageable change process if the R staff is well prepared for it. R R Parental involvement is critical to student success. Broadening the R III interpretation of parent involvement, reaching out to all parents and enhancing community-based parent organizations will do much to create a cohesive adult support system for all students. Many state and federal requirements now govern areas where there in were few regulations when the plan was drawn. Immediate steps should be M 7\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":"bcri_bcri-ohpc_45","title":"Margaret Givner Brown","collection_id":"bcri_bcri-ohpc","collection_title":"Birmingham Civil Rights Institute Oral History Project Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Alabama, Jefferson County, Birmingham, 33.52066, -86.80249"],"dcterms_creator":null,"dc_date":["1996-06-13"],"dcterms_description":["Margaret Givner Brown discusses growing up in Birmingham before getting involved with the Movement as a child. 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In this interview, Braden discusses her childhood in Anniston during the 1930s, family trips to Eminence, Kentucky, and the lives of her aristocratic female relatives. Braden also comments on her individual perceptions of reality in terms of time and space as well as her thoughts on the afterlife and human sexuality. She talks about college life at Stratford and Randolph-Macon during World War II, her early love life and friendships, as well as her early career as a southern newspaperwoman. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["13 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_624","title":"Program planning and budgeting tool, FY 1998","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":["1996-06/1996-12"],"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","Education--Finance"],"dcterms_title":["Program planning and budgeting tool, FY 1998"],"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/624"],"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\nID 1 Code PINV Name 2 PINV Identify and revise DSeg and NonDSeg Programs 3 PINV Review and adjust primary and secondary leaders for DSeg and NonDSeg Programs 4 PINV Finalize list of DSeg and NonDSeg Programs 5 PINV Generate a Program Inventory Report for 1996-97  PEVAL PROGRAM EVALUATION 7 PEVAL Notify program managers that program evaluation begins in fall\nbegin data collection 8 PEVAL Review/revise process for cabinet review of program evaluations Page 1 Little Rock School District Program Planning and Budgeting Tool % Complete 0% Scheduled Start Jul 3 '96 Scheduled Finish Aug 30 '96 Revised Finish Resource Names Jackson 0% 0% 0% 0% 0% 0% 0% Jul 3 '96 Jul 17'96 Aug 15'96 Aug 19 '96 Jul 3 '96 Jul 3 '96 Aug 1 '96 FY98 Aug 11 '96 Aug 14 '96 Aug 19 '96 Aug 30 '96 Nov 22 '96 Jul 26 '96 Aug 15 '96 Jackson,Lewis Lewis Jackson,Lewis Jackson, Lewis Jackson Jackson Jackson,Cabinet RECEIVE JUN 2 8 W C Office of Desegregation MsniU June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 9 Code PEVAL Name Review/revise program evaluation instrument % Complete 0% Scheduled Start Aug 1 '96 Scheduled Finish Aug 15 '96 Revised Finish Resource Names Cabinet,Jackson 10 PEVAL Conduct required training sessions describing the process and evaluation criteria for designated staff 0% Aug 15 '96 Aug 30 '96 Jackson 11 PEVAL Distribute program evaluation instruments and instructions to primary and/or secondary leaders\nprovide additional information/instruments, if needed 0% Aug 26 '96 Aug 26 '96 Jackson 12 PEVAL Program evaluations due from secondary or primary leaders 0% Sep 16 '96 Sep 16 '96 Cabinet,Jackson 13 PEVAL Review program evaluations (DSeg and NonDSeg) for programs needing extended evaluations 0% Sep 18 '96 Oct 2 '96 Cabinet,Jackson 14 PEVAL Finalize identification of programs needing extended evaluation 0% Oct 2 '96 Oct 14 '96 Cabinet,Jackson 15 PEVAL Notify appropriate staff to prepare Extended Program Evaluations 0% Oct 16'96 Oct 21 '96 Jackson,Cabinet 16 PEVAL Extended evaluations due 0% Nov 13 '96 Nov 13'96 Program Managers Page 2 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 17 Code PEVAL Name Cabinet review extended evaluations for merge into needs assessment report % Complete 0% Scheduled Start Nov 18'96 Scheduled Finish Nov 22 '96 Revised Finish Resource Names Jackson,Cabinet la NEEDS 0% Sep 3 '96 Dec 2 '96 Jackson.Cabinet 19 NEEDS Review types of data to measure needs of district for FY 96-97 0% Sep 3 '96 Sep 10 '96 Cabinet,Jackson 20 NEEDS Analyze results of the budgeting and planning priorities revealed from the 95-96 Needs Assessment Report 0% Sep 3 '96 Sep 10 '96 Jackson,Cabinet 21 NEEDS Review strategic planning mission statement and goals of the District (and implement) 0% Sep 3 '96 Sep 10 '96 Jackson,Cabinet 22 NEEDS Board identifies District concerns for input from public at Town Hall/District Dialogues 0% Sep 12 '96 Sep 12'96 Williams,Board 23 NEEDS STANFORD 8 TEST DATA STUDY 0% Sep n '96 Oct 31 '96 Jackson.Cabinet 24 NEEDS Define purpose and scope for Stanford 8 Test data study 0% Sep 11 '96 Sep 16'96 Jackson,Cabinet Page 3 FY98 June 28 '96ID 25 Code NEEDS Name__________________________ Assign responsibilities for study of Stanford 8 Test data Little Rock School District Program Planning and Budgeting Tool % Complete 0% Scheduled Start Sep 11 '96 Scheduled Finish Sep 16'96 Revised Finish Resource Names Jackson 26 NEEDS Design data collection plan for study of Stanford 0% Sep 11 '96 Sep 16 '96 Jackson,Lacey 27 NEEDS Collect and analyze data from the Fall 96 Stanford 8 Test 0% Sep 16 '96 Oct 11 '96 Jackson,Lacey,Savage 28 NEEDS Prepare Stanford 8 Test Report 0% Oct 11 '96 Oct 31 '96 Lacey 29 NEEDS Submit Stanford 8 Test Report to PRE for merge into needs assessment 0% Oct 31 '96 Oct 31 '96 Jackson,Lacey ao NEEDS EBE EDUCATIONAL EQUITY MONITORING REPORTS SURVEY 0% Seo 11 '96 Oct 31 '96 Jackson 31 NEEDS Define purpose and scope for PRE Educational Equity Monitoring Reports Study 0% Sep 11 '96 Sep 16 '96 Jackson,Cabinet 32 NEEDS Assign responsibilities for PRE Educational Equity Monitoring Reports Study 0% Sep 11 '96 Sep 16 '96 Jackson Page 4 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 33 Code NEEDS Name Analyze data from PRE Educational Equity Monitoring Reports Studies % Complete 0% Scheduled Start Sep 18 '96 Scheduled Finish Sep 30 '96 Revised Finish Resource Names Jackson 34 NEEDS Prepare PRE Educational Equity Monitoring findings 0% Oct 2 '96 Oct 14 '96 Smith P. 35 NEEDS Merge findings of Educational Equity Monitoring Reports Study into needs assessment listing 0% Oct 31 '96 Oct 31 '96 Smith P. NEEDS SCHOOL CLIMATE/HUMAN RELATIONS SURVEY ISC/HRISTUDY 0% Sep 11 '96 Ofit 3J .\n26 Jackson 37 NEEDS Define purpose and scope of SC/HR Survey 0% Sep 11 '96 Sep 16 '96 Jackson,Cabinet 36 NEEDS Assign responsibilities for SC/HR data collections 0% Sep 11 '96 Sep 16 '96 Jackson 39 NEEDS Design data collection plan for study of SC/HR 0% Sep 11 '96 Sep 16 '96 Jackson,Hobby 40 NEEDS Collect and analyze data from SC/HR Survey 0% Sep 18'96 Oct 15'96 Jackson,Hobby Page 5 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 41 Code NEEDS Name Prepare SC/HR Survey Report % Complete 0% Scheduled Start Oct 15'96 Scheduled Finish Oct 31 '96 Revised Finish Resource Names Hobby 42 NEEDS Submit SC/HR Survey Report to PRE for merge into needs assessment 0% Oct 31 '96 Oct 31 '96 Jackson, Hobby, Savage 43 NEEDS PQRPQRTIONALS ALLOCATION FORMULAS STUDY 0% Seo 11 '96 Oct 31 '96 Milholien 44 NEEDS Define purpose and scope of Proportional Allocation Formulas 0% Sep 11 '96 Sep 17'96 Milholien,Cabinet.Mng. Sup Serv 45 NEEDS Assign responsibilities tor Proportional Allocation Formulas 0% Sep 11 '96 Sep 17'96 Mng. Sup Serv 46 NEEDS Design data collections plan for Proportional Allocation Formulas 0% Sep 11 '96 Sep 17'96 Mng. Sup Serv 47 NEEDS Collect and analyze data for Proportional Allocation Formulas 0% Sep 15'96 Oct 14 '96 Hurley,Eaton,Gadberry,Neal,Milhollen,Mng. Sup Serv 48 NEEDS Prepare Proportional Allocation Formulas Report 0% Oct 14 '96 Oct 31 '96 Milholien,Hurley,Eaton,Neal,Mng. Sup Serv Page 6 FY98 June 28 '96r Little Rock School District Program Planning and Budgeting Tool ID 49 Code NEEDS Name Merge findings of Proportional Allocations Formulas Study Report into needs assessment listing % Complete 0% Scheduled Start Oct 31 '96 Scheduled Finish Oct 31 '96 Revised Finish Resource Names Milhollen 52 NEEES DESEGREGATION MONITORING REPORTS AUDIT FROM PPM 0% Sea. 11 '96 Dec 2 '96 51 NEEDS Define purpose and scope of Desegregation Monitoring Reports Audit 0% Sep 11 '96 Sep 17'96 Williams,Cabinet,Asso Supt DSeg 52 NEEDS Assign responsibility for data collection of transcripts and Desegregation Monitoring Reports Audit 0% Sep 11 '96 Sep 17'96 Asso Supt DSeg 53 NEEDS Design data collection plan for study of Desegregation Monitoring Reports Audit 0% Sep 11 '96 Sep 17'96 Asso Supt DSeg 54 NEEDS Collect data 0% Sep 18 '96 Oct 11 '96 Asso Supt DSeg 55 NEEDS Review with Cabinet and Attorneys 0% Oct 16'96 Oct 31 '96 Asso Supt DSeg 56 NEEDS Report findings to PRE 0% Oct 31 '96 Nov 19'96 Asso Supt DSeg Page 7 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 57 Code NEEDS Name Merge new obligations with Program Budget Document % Complete 0% Scheduled Start Nov 1 '96 Scheduled Finish Dec 2 '96 Revised Finish Resource Names Lewis,Asso Supt DSeg NEEDS COURT ORDERS AUDIT 0% Sep 11 '96 Nov 29 '96 Asso Supt DSeg 59 NEEDS Define purpose and scope of Court Orders Audit 0% Sep 11 '96 Sep 17'96 Cabinet,Asso Supt DSeg 60 NEEDS Assign responsibility for data collection of Court Orders Audit 0% Sep 11 '96 Sep 17'96 Asso Supt DSeg 61 NEEDS Collect data 0% Sep 18 '96 Oct 15'96 Asso Supt DSeg 62 NEEDS Review with Cabinet and Attorneys 0% Oct 16'96 Oct 31 '96 Asso Supt DSeg 63 NEEDS Report findings to PRE 0% Nov 1 '96 Nov 19'96 Asso Supt DSeg 64 NEEDS Merge new obligations with Program Budget Document 0% Nov 1 '96 Nov 29 '96 Lewis,Asso Supt DSeg Page 8 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 65 Code NEEDS Name TOWN HALL MEETINGS % Complete 0% Scheduled Start Sep 11 '96 Scheduled Finish Nov 21 '96 Revised Finish Resource Names________ Williams. Jackson.Modeste 66 NEEDS Define purpose and scope of Town Hall Meetings 0% Sep 11 '96 Sep 17'96 Jackson,Modeste,Cabinet 67 NEEDS Review previous years data from Town Hall Report 0% Sep 11 '96 Sep 17'96 Modeste, Jackson, Vann 68 NEEDS Review and data collection plan (matrix)for Town Hall Meetings 0% Sep 11 '96 Sep 17'96 Jackson,Vann, Lewis 69 NEEDS Set locations and schedule for Town Hall Meeting 0% Sep 11 '96 Sep 17'96 Vann,Modeste 70 NEEDS Develop advertisement plan and schedule for Town Hall Meetings\nPrepare sample agenda 0% Sep 11 '96 Sep 17 '96 Vann,Modeste 71 NEEDS Execute advertisement plan for Town Hall Meeting I 0% Sep 18'96 Oct 31 '96 Vann,Modeste 72 NEEDS Conduct Town Hall Meeting I 0% Sep 18'96 Oct 31 '96 Williams Page 9 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 73 Code NEEDS Name Gather feedback data from Town Hall Meeting I for input into matrix % Complete 0% Scheduled Start Sep 18'96 Scheduled Finish Oct 31 '96 Revised Finish Resource Names Vann,Lewis 74 NEEDS Execute advertisement plan for Town Hall Meeting II 0% Sep 18 '96 Oct 31 '96 Vann.Modeste 75 NEEDS Conduct Town Hall Meeting II 0% Sep 18 '96 Oct 31 '96 Williams 76 NEEDS Gather feedback data from Town Hall Meeting II for input into matrix 0% Sep 18 '96 Oct 31 '96 Vann,Lewis 77 NEEDS Execute advertisement plan for Town Hall Meeting III 0% Sep 18'96 Oct 31 '96 Vann.Modeste 78 NEEDS Conduct Town Hall Meeting III 0% Sep 18'96 Oct 31 '96 Williams 79 NEEDS Finalize and publish Town Hall Meeting Report 0% Nov 1 '96 Nov 15'96 Modeste, Lewis 80 NEEDS Merge findings of Town Hall Meeting Report, 1996-97 into needs assessment listing 0% Nov 15'96 Nov 21 '96 Jackson,Lewis Page 10 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID ai Code NEEDS Name DISTRICT DIALOGUES % Complete 0% Scheduled Start Sep 11 '96 Scheduled Finish Nov 21 '96 Revised Finish Resource Names________ Williams. Jackson.Modeste 82 NEEDS Define purpose and scope of District Dialogues 0% Sep 11 '96 Sep 17'96 Williams, Jackson,Modeste,Cabinet 83 NEEDS Review previous years data from District Dialogue Report 0% Sep 11 '96 Sep 17'96 Modeste,Vann 84 NEEDS Review data collection plan (matrix) for District Dialogues 0% Sep 11 '96 Sep 17'96 Jackson,Vann, Modeste 85 NEEDS Set locations and schedule for District Dialogue Meetings 0% Sep 11 '96 Sep 17'96 Modeste,Vann 86 NEEDS Develop advertisement plan and schedule for District Dialogues: prepare sample agenda 0% Sep 11 '96 Sep 17'96 Vann,Modeste 87 NEEDS Execute advertisement plan for District Dialogue l(Principals) 0% Sep 18 '96 Oct 31 '96 Vann,Modeste 88 NEEDS Conduct District Dialogue I 0% Sep 18 '96 Oct 31 '96 Williams Page 11 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 89 Code NEEDS Name Gather feedback from District Dialogue 1 for input into matrix % Complete 0% Scheduled Start Sep 18 '96 Scheduled Finish Oct 31 '96 Revised Finish Resource Names Vann.Lewis 90 NEEDS Execute advertisement plan for District Dialogue ll(Asst. Principals) 0% Sep 18 '96- Oct 31 '96 Vann.Modeste 91 NEEDS Conduct District Dialogue II 0% Sep 1896 Oct 31 '96 Williams 92 NEEDS Gather feedback data from District Dialogue II for input into matrix 0% Sep 18 '96 Oct 31 '96 Vann,Lewis 93 NEEDS Execute advertisement plan for District Dialogue lll(Teachers) 0% Sep 18 '96 Oct 31 '96 Vann.Modeste 94 NEEDS Conduct District Dialogue III 0% Sep 18 '96 Oct 31 '96 Williams 95 NEEDS Gather feedback data from District Dialogue III for merge into matrix 0% Sep 18'96 Oct 31 '96 Vann,Lewis 96 NEEDS Execute advertisement plan tor District Dialogue IV(Admin. and Classified) 0% Sep 18 '96 Oct 31 '96 Vann.Modeste Page 12 FY98 June 28 '96f Little Rock School District Program Planning and Budgeting Tool ID 97 Code NEEDS Name Conduct District Dialogue IV % Complete 0% Scheduled Start Sep 18 '96 Scheduled Finish Oct 31 '96 Revised Finish Resource Names Williams 98 NEEDS Gather feedback data from District Dialogue IV for input into matrix 0% Sep 18'96 Oct 31 '96 Vann,Lewis 99 NEEDS Execute advertisement plan for District Dialogue V(Transportation) 0% Sep 18 '96 Oct 31 '96 Vann,Modeste 100 NEEDS Conduct District Diaiogue V 0% Sep 18'96 Oct 31 '96 Williams 101 NEEDS Gather feedback data from District Dialogue V for input into matrix 0% Sep 18 '96 Oct 31 '96 Vann,Lewis 102 NEEDS Finalize and publish District Dialogue Report 1996-97 0% Nov 1 '96 Nov 15'96 Jackson,Lewis 103 NEEDS Merge findings of District Dialogue Report 1996-97 into needs assessment listing 0% Nov 15'96 Nov 21 '96 Jackson,Lewis 104 NEEDS 0% Nov 1 '96 Nov 30 '96 Jackson Page 13 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 105 Code NEEDS Name Conduct Administrative review of available districtwide reports and objective data % Complete 0% Scheduled Start Nov 1 '96 Scheduled Finish Nov 15'96 Revised Finish Resource Names Jackson,Cabinet 106 NEEDS Review of available districtwide reports and objective data by Board 0% Nov 1 '96 Nov 15'96 Williams, Jackson,Board 107 NEEDS Publish Draft of Needs Assessment /Report and disseminate to selected persons 0% Nov 27 '96 Nov 27 '96 Jackson,Cabinet 108 NEEDS Publish Needs Assessment Report, 1996-97 0% Nov 30 '96 Nov 30 '96 Jackson 109 GOALS PLANNING AND BUDGET GOALS 0% Oct 2 '96 Aug 29 '97 Jackson iin GOALS CABINET PLANNING SESSION 0% Oct 2 '96 Jan 30 '97 Jackson.Cabinet 111 GOALS Review 1995-96 Needs Assessment Report 0% Oct 2 '96 Oct 31 '96 Jackson,Cabinet 112 GOALS Distribute 1996-97 Needs Assessment Report to Cabinet members 0% Dec 2 '96 Dec 9 '96 Jackson,Cabinet Page 14 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 113 Code GOALS Name Distribute mission statement, goals and written priorities (strategic planning action plans) % Complete 0% Scheduled Start Dec 13'96 Scheduled Finish Jan 30 '97 Revised Finish Resource Names Young,Modeste,Vann 114 PDEV 0% Aug 29 '92 Jackson.Cabinet 115 PDEV SUBMIT BUSINESS CASE FOR PROGRAM AND/OR MODIFICATIONS TO SUPERINTENDENT 0% Nov 1 '96 Feb 20 '97 Williams.Jackson 116 PDEV Review process for program development 0% Nov 1 '96 Nov 12'96 Cabinet,Jackson 117 PDEV Use extended program evaluations to identify program additions, modifications, deletions 0% Nov 16'96 Nov 26 '96 Cabinet,Jackson 118 PDEV Notify appropriate staff to prepare Business Cases on results of extended program evaluations 0% Nov 18 '96 Nov 27 '96 Cabinef,Jackson 119 PDEV Review recommendations from district needs assessment report in order to identify additional programs or programs modifications resulting in business case(s) 0% Dec 5 '96 Dec 11 '96 Cabinet,Jackson 120 PDEV Business Cases due 0% Jan 8 '97 Jan 8 '97 Primary Leaders Page 15 FY98 June 28 '96ID 121 Code PDEV Name___________________________ Review of Business Cases by Cabinet 122 PDEV Submit Business Cases for program and/or program modifications to Board of Directors 123 PDEV Review of Business Cases by Board 124 BUDGT BOARD RETREAT/BOARD WORKSESSION 125 BUDGT Determine date and site for Board Retreat 126 BUDGT Identify and establish agenda items for Board Worksession 127 BUDGT Identify materials for Board Worksession 128 BUDGT Distribute materials for Board Worksession Page 16 Little Rock School District Program Planning and Budgeting Tool % Complete 0% Scheduled Start Jan 15'97 Scheduled Finish Jan 22 '97 Revised Finish Resource Names Cabinet,Jackson 0% 0% 0% 0% 0% 0% 0% Feb 6 '97 Feb 6 '97 Dec 9 '96 Dec 9 '96 Dec 9 '96 Dec 9 '96 Jan 9 '97 FY98 Feb 6 '97 Feb 20 '97 Jan 31 '97 Dec 19 '96 Dec 19'96 Dec 19'96 Jan 10'97 Jackson,Williams Board Williams Williams,Board Williams,Board Williams,Jackson Williams,Jackson June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 129 Code BUDGT Name Conduct data analysis work session in preparation for Board Worksession % Complete 0% Scheduled Start Jan 13'97 Scheduled Finish Jan 13'97 Revised Finish Resource Names Williams,Cabinet 130 BUDGT Conduct Board WorRsession 0% Jan 21 '97 Jan 27 '97 Williams,Board 131 BUDGT Report outcomes of Board Worksession 0% Jan 31 '97 Jan 31 '97 Williams,Boa rd 132 BUDGT BUDGETING 0% Nov 20 '96 Aug 29 '97 Milhollen.Mna, SuE Serv 133 BUDGT Develop budget preparation training materials 0% Nov 20 '96 Nov 27 '96 Mng. Sup Serv 134 BUDGT Conduct budget preparation training sessions and distribute instructions for budget preparation training at all levels 0% Dec 2 '96 Dec 9 '96 Mng. Sup Serv 135 BUDGT Budget managers develop and submit revised 1996-97 expense budget revisions and 1997-98 expense budget requests 0% Dec 11 '96 Jan 8 '97 Milhollen,Mng. Sup Serv 136 BUDGT Begin districtwide expense budget consolidation and executive review process 0% Jan 9 '97 Mar 11 '97 Mng. Sup Serv Page 17 FY98 June 28 '96ID 137 Code BUDGT Name Year to date revenue expenditure analysis Little Rock School District Program Planning and Budgeting Tool % Complete 0% Scheduled Start Jan 9 '97 Scheduled Finish Jan 31 '97 Revised Finish Resource Names______ Milhollen,Mng. Sup Serv 138 BUDGT Revise financial forecast for coming year 0% Feb 26 '97 Mar 7 '97 Mng. Sup Serv 139 BUDGT Submit proposed budget to Board 0% Mar 13'97 Mar 13'97 Williams 140 BUDGT Conduct Board Work Sessions on proposed budget 0% Mar 18'97 Mar 31 '97 Board,Williams,Milhollen 141 BUDGT Revise proposed budget, as needed 0% Mar 14'97 Apr 2 '97 Milhollen,Mng. Sup Serv 142 BUDGT Prepare tentative budget 0% Apr 3 '97 May 13'97 Milhollen,Mng. Sup Serv 143 BUDGT Board review of tentative budget 0% May 22 '97 May 22 '97 Board,Williams,Mng. Sup Serv 144 BUDGT Conduct Board Work Session on tentative Budget 0% May 23 '97 May 30 '97 Board,Williams Page 18 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 145 Code BUDGT Name_______________________________ Account reconciliation and Purchase Order (PO) clean-up % Complete 0% Scheduled Start Jun 17'97 Scheduled Finish Jul 14 '97 Revised Finish Resource Names NeafMilhollen 146 BUDGT 147 BUDGT Receipt of state generated revenue numbers (payroll liabilities, adjusted supplemental payroll, last payroll, Carl Perkins, M to M, JTPA, Vocational Ed., Chapters 1 and 2, Compensatory Ed., MFPA, Transportation, ABC) Close-out 1996-97 accounts: adjust physical inventory, (fiscal)federal grants, magnet, state grants, accruals 0% 0% 148 BUDGT Compute ending fund balance 0% 149 BUDGT Administrative review of final budget 0% Jun 17'97 Jun 17'97 Milholien,Mng. Sup Serv Jul 1 '97 Jul 21 '97 Milholien,Cabinet.Mng. Sup Serv Jul 22 '97 Jul 22 '97 Milhollen,Mng. Sup Serv Jul 24 '97 Jul 29 '97 Williams,Cabinet 150 BUDGT Submit final budget to Board 0% Jul 31 '97 Jul 31 '97 Williams,Mng. Sup Serv 151 BUDGT Board review and adoption of 1997-98 final budget 0% Jul 31 '97 Aug 7 '97 Board 152 BUDGT Submit final Budget to Court/Parties 0% Aug 11 '97 Aug 22 '97 Williams,Attorney Page 19 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool IO 153 Code BUDGT Name Submit 97-98 final budget to State % Complete 0% Scheduled Start Aug 22 '97 Scheduled Finish Aug 29 '97 Revised Finish Resource Names_____ Williams,Mng. Sup Serv 154 BUDGT Staffing 0% Jan 9 '97 Aug 15 '97 Hurley 155 BUDGT Review/Adoption of changes in course offerings by Board 0% Jan 9 '97 Feb 7 '97 Board,Williams 156 BUDGT Meeting with counselors and principals to review courses offerings 1997-98 0% Jan 29 '97 Feb 17'97 Elston 157 BUDGT Print secondary course selection sheets 0% Jan 29 '97 Feb 17'97 Williams,Gadberry,Anderson 158 BUDGT Counselors meet with students and complete course selection sheets 0% Feb 19'97 Mar 11 '97 Principals,Counselors 159 BUDGT Counselors send course selection sheets to receiving schools 0% Mar 7 '97 Mar 10'97 Principals,Counselors 160 BUDGT Registrars tally course selections 0% Mar 11 '97 Mar 31 '97 Principals,Registrars Page 20 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 161 Code BUDGT Name ______________________________ Review course tallies secondary. Note possible staffing changes based on courses requested % Complete 0% Scheduled Start Apr 1 '97 Scheduled Finish Apr 21 '97 Revised Finish Resource Names Gadberry,Hurley, Anderson 162 BUDGT Identify elementary enrollment (tentative) for 1997-98 0% Apr 1 '97 May 19'97 Hurley,Gadberry,Asst Supts,Acres 163 BUDGT Make determination by subject area (secondary) of possible changes and by projected elementary enrolled 0% Apr 1 '97 Apr 21 '97 Gadberry,Hurley,Asst. Supts. 164 BUDGT List known retirements, resignations, and intern positions 0% Apr 3 '97 Apr 24 '97 Gadberry,Hurley 165 BUDGT Identify certified personnel for Reduction in Force (RIF), if needed 0% Apr 22 '97 Apr 29 '97 Hurley,Gadberry,Asst. Supts. 166 BUDGT Notify certified personnel of Reduction in Force (RIF), if needed staff reduction 0% Apr 24 '97 Apr 30 '97 Hurley,Gadberry 167 BUDGT Recall certified personnel from RIF, if needed 0% Jun 3 '97 Aug 1 '97 Hurley,Gadberry 168 BUDG Notify classified personnel of staff reduction 0% May 6 '97 Jul 15'97 Hurley,Gadberry Page 21 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 169 Code BUDGT Name Recall classified personnel from RIF, if needed % Complete 0% Scheduled Start Jun 3 '97 Scheduled Finish Aug 15'97 Revised Finish Resource Names Hurley 122 BUDGT PROVIDE BROAD-BASED INTERNAL AND 0% Feb 3'97 May 1 '97 Modeste. Vann. Williams 171 BUDGT Plan for internal and external feedback. Set locations and dates 0% Feb 3 '97 Feb 17'97 Williams,Modeste, Vann 172 BUDGT Execute advertisement for district feedback, Session I 0% Feb 3 '97 May 1 '97 Modeste,Vann 173 BUDGT Conduct District Feedback Session I 0% Feb 3 '97 May 1 '97 Williams 174 BUDGT Execute advertisement plan for district feedback. Session II 0% Feb 3 '97 May 1 '97 Modeste,Vann 175 BUDGT Conduct District Feedback Session 11 0% Feb 3 '97 May 1 '97 Williams 176 BUDGT Execute advertisement lor district feedback. Session III 0% Feb 3 '97 May 1 '97 Vann,Modeste Page 22 FY98 June 28 '96I Little Rock School District Program Planning and Budgeting Tool ID 177 Code BUDGT Name Conduct district feedback. Session III % Complete 0% Scheduled Start Feb 3 '97 Scheduled Finish May 1 '97 Revised Finish Resource Names Williams 178 BUDGT Execute advertisement for district feedback. Session IV 0% Feb 3 '97 May 1 '97 Modeste.Vann 179 BUDGT Conduct district feedback, Session IV 0% Feb 3 '97 May 1 '97 Williams 180 BUDGT Execute advertisement for district feedback. Session V 0% Feb 3 '97 May 1 '97 Modeste.Vann 181 BUDGT Conduct district feedback, Session V 0% Feb 3 '97 May 1 '97 Williams 182 BUDGT Execute advertisement for district feedback. Session VI 0% Feb 3 '97 May 1 '97 Modeste.Vann 183 Conduct district feedback. Session VI 0% Feb 3 '97 May 1 '97 Williams 184 BUDGT Execute advertisement plan for Town Hall feedback. Session I 0% Feb 3 '97 May 1 '97 Modeste.Vann Page 23 FY98 June 28 '96ID 185 Code BUDGT Name____________________________ Conduct Town Hall feedback. Session I 186 BUDGT Execute advertisement plan for Town Hall feedback. Session II 187 BUDGT Conduct Town Hall feedback , Session II 188 BUDGT Execute advertisement tor Town Hall feedback. Session III 189 BUDGT Conduct Town Hall feedback, Session III 190 SPLAN STRATEGIC PLANNING - IMPLEMENTATION QE APPROVED YEAR ONE ACTION PLANS 191 SPLAN Conduct evaluation for year one 192 SPLAN Identify action plans for year two implementation Page 24 Little Rock School District Program Planning and Budgeting Tool % Complete 0% Scheduled Start Feb 3 '97 Scheduled Finish May 1 '97 Revised Finish Resource Names Williams 0% 0% 0% 0% 0% 0% 0% Feb 3 '97 Feb 3 '97 Feb 3 '97 Feb 3 '97 Jul 1 '96 Jul 1 '96 Jul 1 '96 FY98 May 1 '97 May 1 '97 May 1 '97 May 1 '97 Jun 30 '97 Jun 28 '97 Jun 30 '97 Modeste,Vann Williams Williams Modeste,Vann Young.Modeste Young,Modeste, Williams Young,Modeste June 28 '96f Little Rock School District Program Planning and Budgeting Tool ID 193 Code SPLAN Name Implement site-based management strategic planning phase % Complete 0% Scheduled Start Jul 1 '96 Scheduled Finish Jun 30 '97 Revised Finish Resource Names_______________ Young,Modeste,Asst. Supts,Kohler 194 MR MONITORING AND REPORTING OF 0% Aug 1 '9S Sec .1 '97 Jackson 195 MR 196 MR 197 MR 198 MR 199 MR 200 MR Page 25 DOCUMENT REPORT IIST QUARTER: 2ND QUARTER: 3RD QUARTER: 4TH QUARTERI Revise written program budget document instructions, as needed Plan maintenance education and orientation regarding the program budget document process Distribute written program budget document instructions to principals and program managers Conduct maintenance education workshops and orientation sessions regarding the program budget document process for principals, clerical staff, program managers, primary and secondary leaders 1ST QUARTER PROGRAM BUDGET DOCUMENT REPORTS Review program budget document with program managers and principals 0% 0% 0% 0% 0% 0% Aug 31 '96 Sep 5 '96 Lewis Aug 1 '96 Sep 2 '96 Jackson,Lewis Sep 2 '96 Sep 4 '96 Aug 8 '96 Aug 8 '96 FY98 Sep 4 '96 Oct 1 '96 Dec 20 '96 Oct 15'96 Lewis,PRE Clerical Jackson,Lewis Jackson Asst. Supts,Lewis,PRE Clerical June 28 '96Little Rock School District Program Planning and Budgeting Tool IO 201 Code MR Name Carryout training sessions on the Program Budget Document % Complete 0% Scheduled Start Sep 2 '96 Scheduled Finish Sep 13 '96 Revised Finish Resource Names Lewis,Jackson 202 MR Send reminder notice regarding deadline for entering 1 st Quarter PBD activities 0% Oct 3 '96 Oct 3 '96 Lewis 203 MR Last day to enter activities for the 1st Quarter PBD 0% Oct 14 '96 Oct 14 '96 Principals,Program Managers 204 MR PRE develops narrative and the Controller provides financial info for the PBD reports 0% Oct 16'96 Oct 31 '96 Lewis,Milhollen 205 MR PRE combines all information for the 1st Quarter Program Budget Report 0% Oct 31 '96 Nov 8 '96 Lewis,PRE Clerical 206 MR Submit report to Attorney for review 0% Nov 8 '96 Nov 13'96 Lewis 207 MR Prepare for publication of 1st Quarter Program Budget Document Reports 0% Nov 13'96 Nov 13'96 Lewis,Jackson 208 MR Submit 1st Quarter Program Budget Document Reports to Court 0% Nov 21 '96 Nov 21 '96 Jackson,Attorney Page 26 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 209 Code MR Name Primary leaders provide feedback to the secondary people regarding achievement reporting in the PBD % Complete 0% Scheduled Start Nov 21 '96 Scheduled Finish Dec 20 '96 Revised Finish Resource Names Primary Leaders 210 MR 2ND QUARTER PROGRAM BUDGET DOCUMENT REPORTS 0% Nov 21 '96 Mar 25 '97 Jackson 211 MR Advise program managers and principals on Programs Budget Document 0% Nov 21 '96 Jan 14 '97 Asst. Supts,Lewis 212 MR Send reminder notice regarding deadline to enter activities for 2nd Quarter PBD 0% Jan 6 '97 Jan 6 '97 Lewis 213 MR Last day to enter activities for the 2nd Quarter 0% Jan 13 '97 Jan 13'97 Program Managers,Principals 214 MR PRE revises narrative and the controller provides financial info for Program Budget Document Reports (DSeg and NonDSeg) 0% Jan 29 '97 Feb 4 '97 Lewis, Milhollen 215 MR PRE combines all revised information for 2nd Quarter Program Budget Document Reports 0% Jan 29 '97 Feb 4 '97 Lewis,PRE Clerical 216 MR Submit report to Attorney for review 0% Feb 14'97 Feb 19'97 Attorney,Jackson Page 27 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 217 Code MR Name Prepare publication of 2nd Quarter Program Budget Document Reports % Complete 0% Scheduled Start Feb 20 '97 Scheduled Finish Feb 20 '97 Revised Finish Resource Names Lewis 218 MR Submit 2nd Quarter Program Budget Document Reports to Court 0% Feb 25 '97 Feb 25 '97 Jackson,Attorney 219 MR Primary leaders provide feedback to their secondary people regarding achievement reporting in the PBD 0% Feb 25 '97 Mar 25 '97 Primary Leaders 22Q MR 3BD QUARTER PROGRAM BUDGET DOCUMENT REPORTS 0% Feb 25 '97 Jackson 221 MR Advise program managers and principals on the Program Budget Document 0% Feb 25 '97 Apr 15'97 Asst. Supts,Lewis 222 MR Send reminder notice regarding deadline to enter 3rd Quarter activities 0% Mar 7 '97 Mar 7 '97 Lewis 223 MR Last day to enter activities for the third quarter PBD 0% Apr 3 '97 Apr 3 '97 Principals,Program Managers 224 MR PRE combines all revised information for 3rd Quarter PBD Report 0% May 6 '97 May 12'97 Lewis,PRE Clerical Page 28 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 225 Code MR Name Submit report to Attorney for review % Complete 0% Scheduled Start May 13'97 Scheduled Finish May 16 '97 Revised Finish Resource Names Lewis 226 MR Prepare for publication of 3rd Quarter Program Budget Document Report 0% May 20 '97 May 23 '97 Lewis 227 MR Submit 3rd Quarter Program Budget Document to Court 0% May 27 '97 May 27 '97 Jackson .Attorney 228 MR Primary leaders provide feedback to their secondary people regarding achievement reporting in the PBD 0% May 27 '97 Jun 25 '97 Primary Leaders 229 MR 4th QUARTER PROGRAM BUDGET DOCUMENT REPORTS 0% May 9 '97 Sep 1 '97 Jackson 230 MR Advise program managers and principals on Program Budget Document 0% May 27 '97 Jul 25 '97 Asst. Supts.Lewis.PRE Clerical 231 MR Send reminder notice regarding last date to enter activities 0% May 9 '97 May 15'97 Lewis 232 MR Last day to enter activities for the 4th Quarter 0% Jul 11 '97 Jul 11 '97 Program Managers Page 29 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 233 Code MR Name PRE develops narrative and the controller provides financial information for 4th quarter Program Budget Document Report % Complete 0% Scheduled Start Jul 29 '97 Scheduled Finish Aug 4 '97 Revised Finish Resource Names Lewis,Milhollen 234 MR PRE combines all information for 4th Quarter Program Budget Document Report 0% Jul 29 '97 Aug 4 '97 Lewis,PRE Clerical 235 MR Submit report to Attorney for review 0% Aug 12'97 Aug 12'97 Jackson 236 MR Prepare for publications the 4th Quarter Program Budget Document Report 0% Aug 18 '97 Aug 19'97 Lewis 237 MR Submit 4th Quarter Program Budget Document Reports to Court 0% Aug 26 '97 Aug 26 '97 Jackson.Attorney 238 MR Primary leaders provide feedback to their secondary people regarding achievement reporting in the PBD 0% Aug 1 '97 Sep 1 '97 Primary Leaders 232 MR SUBMIT MONTHLY MANAGEMENT REPORT [MANAGEMENT TOOL) TO COURT 0% Jul 31 '96 Aug 31 '97 Jackson 240 MR Submit July's monthly management report to Court 0% Jul 31 '96 Jul 31 '96 Jackson.Attorney Page 30 FY98 June 28 '96Little Rock School District Program Planning and Budgeting Tool ID 241 Code MR Name Submit August's monthly management report to Court % Complete 0% Scheduled Start Aug 30 '96 Scheduled Finish Aug 30 '96 Revised Finish Resource Names Jackson,Attorney 242 MR Submit September's monthly management report to Court 0% Sep 30 '96 Sep 30 '96 Jackson,Attorney 243 MR Submit October's monthly management report to Court 0% Oct 31 '96 Oct 31 '96 Jackson,Attorney 244 MR Submit November's monthly management report to Court 0% Nov 29 '96 Nov 29 '96 Jackson,Attorney 245 MR Submit December's monthly management report to Court 0% Dec 20 '96 Dec 20 '96 Jackson,Attorney 246 MR Submit January's monthly management report to Court 0% Jan 31 '97 Jan 31 '97 Jackson,Attorney 247 MR Submit February's monthly management report to Court 0% Feb 28 '97 Feb 28 '97 Jackson,Attorney 248 MR Submit March's monthly management report to Court 0% Mar 31 '97 Mar 31 '97 Jackson,Attorney Page 31 FY98 June 28 '96ID 249 Code MR Name________________________________ Submit April's monthly management report to Court 250 MR Submit May's monthly management report to Court 251 MR Submit June's monthly management report to Court 252 MR Submit July's monthly management report to Court 253 MR Submit August's monthly management report to Court 254 ORG REASSESSMENT OF PROCESS AND. ORGANIZATION 1996-97 255 ORG Analyze, reassess, and revise planning organization and structure 256 ORG Revise, discuss and reach consensus regarding format and tasking of 1996-97 Management Tool Page 32 Little Rock School District Program Planning and Budgeting Tool % Complete 0% Scheduled Start Apr 30 '97 Scheduled Finish Apr 30 '97 Revised Finish Resource Names Jackson ,Attorney 0% 0% 0% 0% 0% 0% 0% May 3 '97 May 5 '97 Jackson,Attorney Jun 30 '97 Jun 30 '97 Jackson .Attorney Jul 31 '97 Jul 31 '97 Jackson,Attorney Aug 31 '97 Aug 31 '97 Jackson Jul 1 '96 Jul 1 '96 Jul 1 '96 FY98 Aug 29 '97 Jul 31 '97 Jul 18'96 Jackson.Attorney Williams,Jackson Cabinet,Lewis, Jackson June 28 '96f Little Rock School District Program Planning and Budgeting Tool ID 257 Code ORG Name Initial circulation of 1996-97 Management Tool % Complete 0% Scheduled Start Jul 22 '96 Scheduled Finish Jul 26 '97 Revised Finish Resource Names Lewis,Jackson 258 ORG Evaluate tasking of 1996-97 Management Tool 0% Jul 24 '96 Aug 29 '97 Cabinet,Lewis Page 33 FY98 June 28 '961st Quarter ID 1 Code PINV Name % Complete 0% Scheduled Start Jul | Aug | Sep Jul 3 '96 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan [ Feb | Mar 4th Quarter Apr I May | Jun 1st Quar Jul I Aug~ 2 PINV Identify and revise DSeg and NonDSeg Programs 0% Jul 3 '96 3 PINV Review and adjust primary and secondary leaders for DSeg and NonDSeg Programs 0% Jul 17'96 4 PINV Finalize list of DSeg and NonDSeg Programs 0% Aug 15 '96 Q 5 PINV Generate a Program Inventory Report for 1996-97 0% Aug 19 '96 0 6 PEVAL PROGRAM EVALUATION OK, Jul 3 '96 7 PEVAL Notify program managers that program evaluation begins in fall\nbegin data collection 0% Jul 3 '96 Project: FY 98 Date: 6/28/96 Critical Noncritical Progress Milestone Summary Rolled Up  Page 1ID 8 9 10 11 12 13 14 15 Code PEVAL PEVAL PEVAL PEVAL PEVAL PEVAL PEVAL PEVAL Project: FY 98 Date: 6/28/96 Name Review/revise process for cabinet review of program evaluations Review/revise program evaluation instrument Conduct required training sessions describing the process and evaluation criteria for designated staff Distribute program evaluation instruments and instructions to primary and/or secondary leaders: provide additional information/instruments, if needed Program evaluations due from secondary or primary leaders Review program evaluations (DSeg and NonDSeg) for programs needing extended evaluations Finalize identification of programs needing extended evaluation Notify appropriate staff to prepare Extended Program Evaluations Critical Noncritical % Complete 0% 0% 0% 0% 0% 0% 0% 0% Scheduled Start Aug 1 '96 Aug 1 '96 Aug 15'96 Aug 26 '96 Sep 16 '96 Sep 18 '96 Oct 2'96 Oct 16 '96 Progress H Milestone  Page 2 1st Quarter 2nd Quarter I 3rd Quarter [ 4th quarter Jul I Aug I Sep Oct | Nov | Dec Jan | Feb | Mar Apr | May | Jun I 0 Summary Rolled Up Q 1st Quar Jul I Aug~1 st Quarter ID 16 17 19 20 21 22 Code PEVAL PEVAL NEEQS NEEDS NEEDS NEEDS NEEDS Project: FY 98 Date: 6/28/96 Name Extended evaluations due Cabinet review extended evaluations for merge into needs assessment report Review types of data to measure needs of district for FY 96-97 Analyze results of the budgeting and planning priorities revealed from the 95-96 Needs Assessment Report Review strategic planning mission statement and goals of the District (and implement) Board identifies District concerns for input from public at Town Hall/District Dialogues Critical - 2nd Quarter 3rd Quarter Noncritical % Complete 0% Scheduled Start Nov 13'96 Jul 4th Quarter I Aug I Se^ Oct | Nov | Dec Jan [ Feb | Mar Apr | May | Jun I 1 st Quar Jul I Aug 0% 0% 0% 0% 0% 0% Nov 1896 Seo 3'96 Sep 3 '96 Sep 3 '96 Sep 3 '96 Sep 12 '96 Progress  Milestone  Page 3 0 a Summary Rolled Up Q 0ID 22 Code tlEtUS Name STANFORD 8 TEST DATA SBJDY % Complete 0% Scheduled Start Seo 11 '96 1 st Quarter 2nd Quarter I 3rd Quarter | 4th Quarter Jul I Aug I SeF Oct | Nov | Dec Jan [ Feb | Mar Apr | May | Jun f 1 st Quar Jul I Aug 24 25 26 27 28 29 NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS Project: FY 98 Date: 6/28/96 Define purpose and scope for Stanford 8 Test data study Assign responsibilities for study of Stanford 8 Test data Design data collection plan for study of Stanford Collect and analyze data from the Fall 96 Stanford 8 Test Prepare Stanford 8 Test Report Submit Stanford 8 Test Report to PRE for merge into needs assessment Critical 0% 0% 0% 0% 0% 0% i Noncritical Sep 11 '96 Sep 11 '96 Sep 11 '96 Sep 16 '96 Oct 11 '96 Oct 31 '96 Progress m Milestone  Page 4 a 0 I Summary Rolled Up QID 2D Code NEEDS Name PRE EDUCATIONAL EQUITY MONITORING REPORTS SURVEY % Complete 0% Scheduled Start Sep 11 '96 1 st Quarter Jul [ Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quar Jul I Aug~ 31 NEEDS Define purpose and scope tor PRE Educational Equity Monitoring Reports Study 0% Sep 11 '96 32 NEEDS Assign responsibilities for PRE Educational Equity Monitoring Reports Study 0% Sep 11 '96 33 NEEDS Analyze data from PRE Educational Equity Monitoring Reports Studies 0% Sep 18 '96 34 NEEDS Prepare PRE Educational Equity Monitoring findings 0% Oct 2'96 35 as NEEDS NEEDS Project: FY 98 Dale: 6/28/96 Merge findings of Educational Equity Monitoring Reports Study into needs assessment listing SCHOOL CLIMATE/HUMAN RELATIONS SURVEY ISC/HRISTUDY Critical 0% 0% Oct 31 '96 Sep 11 '96 Noncritical Progress Milestone Summary Rolled Up  Page 5ID 37 Code NEEDS Name Define purpose and scope of SC/HR Survey % Complete 0% Scheduled Start Sep 11 '96 1$t Quarter 2nd Quarter Jul I Aug I Sep Oct | Nov | Dec 3rd Quarter 4th Quarter 38 NEEDS Assign responsibilities for SC/HR data collections 0% Sep 11 96 39 NEEDS Design data collection plan for study of SC/HR 0% Sep 11 '96 40 NEEDS Collect and analyze data from SC/HR Survey 0% Sep 18'96 41 NEEDS Prepare SC/HR Survey Report 0% Oct 15'96 42 NEEDS Submit SC/HR Survey Report to PRE for merge into needs assessment 0% Oct 31 '96 43 NEEDS EQRPQRTIQNALS ALLOCATION FORMULAS STUDY 0% Seo 11 '96 44 NEEDS Define purpose and scope of Proportional Allocation Formulas 0% Sep 11 '96 Jan I Feb | Apr | May | Jun 1st Quar Jul I Aug~ Project: FY 98 Date: 6/28/96 Critical Noncritical Progress M Milestone | Summary Rolled Up Q Page 6ID 45 Code NEEDS Name Assign responsibilities for Proportional Allocation Formulas % Complete 0% Scheduled Start Sep 11 '96 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb [ Mar 4th Quarter Apr I May | Jun 1st Quar Jul I Aug' 46 NEEDS Design data collections plan for Proportional Allocation Formulas 0% Sep 11 '96 47 NEEDS Collect and analyze data for Proportional Allocation Formulas 0% Sep 15 '96 48 NEEDS Prepare Proportional Allocation Formulas Report 0% Oct 14 '96 49 NEEDS Merge findings of Proportional Allocations Formulas Study Report into needs assessment listing 0% Oct 31 '96 I 5Q NEEDS DESEGREGATION MONITORING REPORTS AUDIT FROM PPM 0% Sep 11 '96 51 NEEDS Define purpose and scope of Desegregation Monitoring Reports Audit 0% Sep 11 '96 52 NEEDS Assign responsibility for data collection of transcripts and Desegregation Monitoring Reports Audit 0% Sep 11 '96 Project: FY 98 Date: 6/28/96 Critical Noncritical Progress h Milestone  Summary Rolled Up Q Page 7ID 53 Code NEEDS Name Design data collection plan for study of Desegregation Monitoring Reports Audit % Complete 0% Scheduled Start Sep 11 '96 1st Quarter Jul I Aug I Sep 54 NEEDS Collect data 0% Sep 18'96 55 NEEDS Review with Cabinet and Attorneys 0% Oct 16'96 56 NEEDS Report findings to PRE 0% Oct 31 '96 57 NEEDS Merge new obligations with Program Budget Document 0% Nov 1 '96 SB NEEDS COURT ORDERS AUDIT 0% Sep n '9 59 NEEDS Define purpose and scope of Court Orders Audit 0% Sep 11 '96 60 NEEDS Project\nFY 98 Date: 6/28/96 Assign responsibility for data collection of Court Orders Audit Critical Noncritical 0% Sep 11 '96 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quar Jul I Aug~ Progress - Milestone H Summary Rolled Up  Page 8ID 61 Code NEEDS Name Collect data % Complete 0% Scheduled Start Sep 18'96 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May [ Jun 1st Quar Jul [ Aug' 62 NEEDS Review with Cabinet and Attorneys 0% Oct 16'96 63 NEEDS Report findings to PRE 0% Nov 1 '96 64 NEEDS Merge new obligations with Program Budget Document 0% Nov 1 '96 5 NEEDS TOWN HALL MEETINGS 0% Seo 11 '96 66 NEEDS Define purpose and scope of Town Hall Meetings 0% Sep 11 '96 67 NEEDS Review previous years data from Town Hall Report 0% Sep 11 '96 68 NEEDS Review and data collection plan (matrix)for Town Hall Meetings 0% Sep 11 '96 Project: FY 98 Date: 6/28/96 Critical Noncritical Progress  Milestone | Summary Rolled Up Q Page 9ID 69 Code NEEDS Name Set locations and schedule for Town Hall Meeting % Complete 0% Scheduled Start Sep 11 '96 1st Quarter Jul I Aug I Sep 2nd Quarter | 3rd Quarter | 4th Quarter Oct I Nov I Dec Jan | Feb | Mar Apr | May | Jun 1st Quar Jul I Aug~ 70 NEEDS Develop advertisement plan and schedule for Town Hall Meetings\nPrepare sample agenda 0% Sep 11 '96 0 71 72 73 74 75 76 NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS Project: FY 98 Date: 6/28/96 Execute advertisement plan for Town Hall Meeting I Conduct Town Hall Meeting I Gather feedback data from Town Hall Meeting I for input into matrix Execute advertisement plan for Town Hall Meeting II Conduct Town Hall Meeting II Gather feedback data from Town Hall Meeting II for input into matrix Critical  0% 0% 0% 0% 0% 0% Noncritical Sep 18'96 Sep 18 '96 Sep 18'96 Sep 18 '96 Sep 18'96 Sep 18 '96 Progress H Milestone | Page 10 Summary Rolled Up 1st Quarter 2nd Quarter ID 77 Code NEEDS Name Execute advertisement plan for Town Hall Meeting III % Complete 0% Scheduled Start Sep 18'96 Jul [ Aug I Sep ~Oct | Nov [ Dec 78 NEEDS Conduct Town Hall Meeting III 0% Sep 18 '96 3rd Quarter 4th Quarter Jan I Feb | Mar ~Apr | May | Jun Ist Quar Jul I Aug' 79 NEEDS Finalize and publish Town Hall Meeting Report 0% Nov 1 '96 80 NEEDS Merge findings of Town Hall Meeting Report, 1996-97 into needs assessment listing 0% Nov 15'96 0 ai MEEDS DISTRICT DIALOGUES 0% Seo 11 '96 82 NEEDS Define purpose and scope of District Dialogues 0% Sep 11 '96 83 NEEDS Review previous years data from District Dialogue Report 0% Sep 11 '96 84 NEEDS Review data collection plan (matrix) for District Dialogues 0% Sep 11 '96 Q Project: FY 98 Date\n6/28/96 Critical Noncritical Progress H Milestone H Summary Rolled Up  Page 11ID 85 86 87 88 89 90 91 92 Code NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS Project: FY 98 Date: 6/28/96 Name Set locations and schedule for District Dialogue Meetings Develop advertisement plan and schedule for District Dialogues: prepare sample agenda Execute advertisement plan for District Dialogue l(Principals) Conduct District Dialogue I Gather feedback from District Dialogue 1 for input into matrix Execute advertisement plan for District Dialogue ll(Asst. Principals) Conduct District Dialogue II Gather feedback data from District Dialogue II for input into matrix Critical Noncritical % Complete 0% 0% 0% 0% 0% 0% 0% 0% Scheduled Start Sep 11 '96 Sep 11 '96 Sep 18'96 Sep 18 '96 Sep 18 '96 Sep 18 '96 Sep 18 '96 Sep 18 '96 Progress h Milestone | Page 12 1st Quarter Jul I Aug I Sep 0 0 2nd Quarter Oct I Nov I Dec Summary Rolled Up  3rd Quarter 4th Quarter Jan I Feb | Mar ~Apr | May | Jun 1 st Quar Jul I AugID 93 94 95 96 97 98 99 100 Code NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS Project: FY 98 Date: 6/28/96 Name Execute advertisement plan for District Dialogue lllfTeachers) Conduct District Dialogue III Gather feedback data from District Dialogue III for merge into matrix Execute advertisement plan for District Dialogue IV(Admin. and Classified) Conduct District Dialogue IV Gather feedback data from District Dialogue IV for input into matrix Execute advertisement plan for District Dialogue V(Transportation) Conduct District Dialogue V Critical 1 st Quarter 2nd Quarter 3rd Quarter 4th Quarter Noncritical % Complete 0% Scheduled Start Sep 18 '96 Jul I Aug I Sep Oct | Nov | Dec Jan | Feb | Mar Apr | May [ Jun 0% 0% 0% 0% 0% 0% 0% Sep 18 '96 Sep 18 '96 Sep 18 '96 Sep 18 '96 Sep 18 '96 Sep 18'96 Sep 18'96 Progress h Milestone | Page 13 Summary Rolled Up  1st Quar Jul I Aug~1 st Quarter 2nd Quarter ID 101 Code NEEDS Name Gather feedback data from District Dialogue V for input into matrix % Complete 0% Scheduled Start Sep 18 '96 Jul I Aug I Sep ~bct | Nov | Dec 102 NEEDS Finalize and publish District Dialogue Report 1996-97 0% Nov 1 '96 103 NEEDS Merge findings of District Dialogue Report 1996-97 into needs assessment listing 0% Nov 15'96 0 104 NEEDS PREPARE NEEDS ASSESSMENT REPORT 0% Nov 1 '96 105 NEEDS Conduct Administrative review of available districtwide reports and objective data 0% Nov 1 '96 106 NEEDS Review of available districtwide reports and objective data by Board 0% Nov 1 '96 107 NEEDS Publish Draft of Needs Assessment /Report and disseminate to selected persons 0% Nov 27 '96 I 108 NEEDS Publish Needs Assessment Report, 1996-97 0% Nov 30 '96 Project: FY 98 Date: 6/28/96 Critical Noncritical Progress h Milestone | Summary Rolled Up  Page 14 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quar Jul I Aug~ID 109 111 112 113 115 Code GOALS GOALS GOALS GOALS GOALS PDEV PDEV Project: FY 98 Date: 6/28/96 Name PLANNING AND BUDGET GOALS CABINET PLANNING SESSION Review 1995-96 Needs Assessment Report Distribute 1996-97 Needs Assessment Report to Cabinet members Distribute mission statement, goals and written priorities (strategic planning action plans) SOfiMll BUSINESS CASE FOR PROGRAM AND/OR MODIFICATIONS TO SUPERINTENDENT Critical 1st Quarter 2nd Quarter Noncritical % Complete 0% Scheduled Start Oct 2 '96 Jul I Aug [ Sep Oct | Nov | Dec 3rd Quarter 4th Quarter Jan I Feb | Mar Apr | May [ Jun 1 st Quar Jul I Aug 0% 0% 0% 0% 0% 0% Progress Milestone Oct 2 '96 Oct 2'96 Dec 2 '96 Dec 13 '96 Nov 1 '96 Nov 1 '96 Summary Rolled Up Q Page 15 0 1ID 116 Code PDEV Name Review process for program development % Complete 0% Scheduled Start Nov 1 '96 1st Quarter 2nd Quarter Jul I Aug I Sep Oct | Nov | Dec 3rd Quarter | 4th Quarter~ Jan I Feb | Mar Apr | May [ Jun 1st Quar Jul I Aug~ 117 118 119 120 121 122 123 PDEV PDEV PDEV PDEV PDEV PDEV PDEV Project: FY 98 Date. 6/28/96 Use extended program evaluations to identify program additions, modifications, deletions Notify appropriate staff to prepare Business Cases on results of extended program evaluations Review recommendations from district needs assessment report in order to identify additional programs or programs modifications resulting in business case(s) Business Cases due Review of Business Cases by Cabinet Submit Business Cases for program and/or program modifications to Board of Directors Review of Business Cases by Board Critical 0% 0% 0% 0% 0% 0% 0% Noncritical Nov 18'96 Nov 18'96 Dec 5 '96 Jan 8 '97 Jan 15'97 Feb 6 '97 Feb 6 '97 0 0 I 0 I Progress b Milestone  Summary Rolled Up Q Page 161 st Quarter 2nd Quarter ID 124 125 126 127 128 129 130 131 Code BUDGT BUDGT BUDGT BUDGT BUDGT BUDGT BUDGT BUDGT Project: FY 98 Date: 6/28/96 Name 3rd Quarter BOARD RETREAT/BOARD WQRKSESSION Determine date and site for Board Retreat Identify and establish agenda items for Board Worksession Identify materials for Board Worksession Distribute materials for Board Worksession Conduct data analysis work session in preparation for Board Worksession Conduct Board Worksession Report outcomes of Board Worksession Critical ' Noncritical % Complete 0% 0% 0% 0% 0% 0% 0% 0% Scheduled Start Dec 9 '96 Dec 9 '96 Dec 9 '96 Dec 9 '96 Jan 9 '97 Jan 13 '97 Jan 21 '97 Jan 31 '97 Progress m Milestone  Page 17 Jul I Aug I Sep Oct | Nov | Dec Jan | Feb | Mar 0 0 4th Quarter Apr I May | Jun 1st Quar Jul I Aug~ Summary Rolled Up ID 132 Code BUDGT Name BUDGETING % Complete 0% Scheduled Start Nov 20 '96 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quar Jul I Aug~ 133 BUDGT Develop budget preparation training materials 0% Nov 20 '96 134 BUDGT Conduct budget preparation training sessions and distribute instructions for budget preparation training at all levels 0% Dec 2 '96 0 135 BUDGT Budget managers develop and submit revised 1996-97 expense budget revisions and 1997-98 expense budget requests 0% Dec 11 '96 136 BUDGT Begin districtwide expense budget consolidation and executive review process 0% Jan 9 '97 137 BUDGT Year to date revenue expenditure analysis 0% Jan 9 '97 138 BUDGT Revise financial forecast for coming year 0% Feb 26 '97 0 139 BUDGT Project: FY 98 Date: 6/28/96 Submit proposed budget to Board Critical Noncritical 0% Mar 13'97 I Progress m Milestone | Summary Rolled Up  Page 18ID 140 Code BUDGT Name Conduct Board Work Sessions on proposed budget % Complete 0% Scheduled Start Mar 18'97 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quar Jul I Aug' 141 BUDGT Revise proposed budget, as needed 0% Mar 14'97 142 BUDGT Prepare tentative budget 0% Apr 3 '97 143 BUDGT Board review of tentative budget 0% May 22 '97 1 144 BUDGT Conduct Board Work Session on tentative Budget 0% May 23 '97 0 145 BUDGT Account reconciliation and Purchase Order (PO) clean-up 0% Jun 17'97 146 BUDGT 147 BUDGT Receipt of state generated revenue numbers (payroll liabilities, adjusted supplemental payroll, last payroll, Carl Perkins, M to M, JTPA, Vocational Ed., Chapters 1 and 2, Compensatory Ed., MFPA, Transportation, ABC) Close-out 1996-97 accounts: adjust physical inventory, (fiscal)federal grants, magnet, state grants, accruals 0% 0% Jun 17'97 Jul 1 '97 Project: FY 98 Date: 6/28/96 Critical Noncritical Progress m Milestone | Summary Rolled Up  Page 19ID 148 Code BUDGT Name Compute ending fund balance % Complete 0% Scheduled Start Jul 22 '97 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct [ Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quar Jul I Aug~ I 149 BUDGT Administrative review of final budget 0% Jul 24 '97 150 BUDGT Submit final budget to Board 0% Jul 31 '97 151 BUDGT Board review and adoption of 1997-98 final budget 0% Jul 31 '97 0 152 BUDGT Submit final Budget to Court/Parties 0% Aug 11 '97 a 153 BUDGT Submit 97-98 final budget to State 0% Aug 22 '97 0 154 BUDGT Staffing 0% Jan 9 '97 155 BUDGT Project: FY 98 Date: 6/28/96 Review/Adoption of changes in course offerings by Board Critical 0% Jan 9 '97 Noncritical Progress H Milestone | Summary Rolled Up  Page 20ID 156 Code BUDGT Name Meeting with counselors and principals to review courses offerings 1997-98 % Complete 0% Scheduled Start Jan 29 '97 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan [ Feb | Mar 4th Quarter Apr I May | Jun 1st Quar Jul I Aug~ 157 BUDGT Print secondary course selection sheets 0% Jan 29 '97 158 BUDGT Counselors meet with students and complete course selection sheets 0% Feb 19'97 159 BUDGT Counselors send course selection sheets to receiving schools 0% Mar 7 '97 0 160 BUDGT Registrars tally course selections 0% Mar 11 '97 161 BUDGT Review course tallies secondary. Note possible staffing changes based on courses requested 0% Apr 1 '97 162 BUDGT Identify elementary enrollment (tentative) for 1997-98 0% Apr 1 '97 163 BUDGT Make determination by subject area (secondary) of possible changes and by projected elementary enrolled 0% Apr 1 '97 Project: FY 98 Date: 6/28/96 Critical Noncritical Progress .. Milestone | Summary Rolled Up  Page 21ID 164 Code BUDGT Name List known retirements, resignations, and intern positions % Complete 0% Scheduled Start Apr 3 '97 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quar Jul I Aug 165 BUDGT Identify certified personnel for Reduction in Force (RIF), if needed 0% Apr 22 '97 0 166 BUDGT Notify certified personnel of Reduction in Force (RIF), if needed staff reduction 0% Apr 24 '97 0 167 BUDGT Recall certified personnel from RIF, if needed 0% Jun 3 '97 168 BUDG Notify classified personnel of staff reduction 0% May 6 '97 169 BUDGT Recall classified personnel from RIF, if needed 0% Jun 3 '97 12Q BUDGT PROVIDE BROAD-BASED INTERNAL AND EXTERNAL FEEDBACK 0% Feb 3'97 171 BUDGT Project: FY 98 Date: 6/28/96 Plan for internal and external feedback. Set locations and dates Critical Noncritical 0% Feb 3 '97 Progress - Milestone | Summary Rolled Up  Page 22ID 172 173 174 175 176 177 178 179 Code BUDGT BUDGT BUDGT BUDGT BUDGT BUDGT BUDGT BUDGT Project: FY 98 Date: 6/28/96 1st Quarter Name 2nd Quarter Execute advertisement for district feedback. Session I Conduct District Feedback Session I Execute advertisement plan for district feedback, Session II Conduct District Feedback Session II Execute advertisement for district feedback. Session III Conduct district feedback. Session III Execute advertisement for district feedback, Session IV Conduct district feedback. Session IV Critical Noncritical % Complete 0% Scheduled Start Feb 3 '97 Jul I Aug I Sep ~Oct | Nov | Dec 3rd Quarter 4tb Quarter Jan I Feb | Mar ~Apr | May | Jun 0% 0% 0% 0% 0% 0% 0% Feb 3 '97 Feb 3 '97 Feb 3 '97 Feb 3 '97 Feb 3 '97 Feb 3 '97 Feb 3 '97 Progress  Milestone | Summary Rolled Up Q Page 23 1st Quar Jul I Aug1st Quarter ID 180 181 182 183 184 185 186 187 Code BUDGT BUDGT BUDGT BUDGT BUDGT BUDGT BUDGT Project: FY 98 Date: 6/28/96 Name 2nd Quarter Execute advertisement for district feedback, Session V Conduct district feedback, Session V Execute advertisement for district feedback. Session VI Conduct district feedback. Session VI Execute advertisement plan for Town Hall feedback, Session I Conduct Town Hall feedback. Session I Execute advertisement plan for Town Hall feedback, Session II Conduct Town Hall feedback , Session II Critical ' Noncritical % Complete 0% Scheduled Start Feb 3 '97 Jul I Aug I Sep ~Oct | Nov | Dec 3rd Quarter 4th Quarter Jan I Feb | Mar Apr | May | Jun 0% 0% 0% 0% 0% 0% 0% Feb 3 '97 Feb 3 '97 Feb 3 '97 Feb 3 '97 Feb 3 '97 Feb 3 '97 Feb 3 '97 Progress h Milestone | Summary Rolled Up  Page 24 1st Quar Jul I AugID 188 Code BUDGT Name Execute advertisement for Town Hall feedback, Session III % Complete 0% Scheduled Start Feb 3 '97 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter 4th Quarter Jan I Feb | Mar ~Apr | May | Jun 189 190 191 192 193 194 BUDGT SPLAN SPLAN SPLAN SPLAN MB Project: FY 98 Date: 6/28/96 Conduct Town Hall feedback, Session III STRATEGIC PLANNING  IMPLEMENTATION OF APPROVED YEAR ONE ACTION PLANS Conduct evaluation for year one Identify action plans for year two implementation Implement site-based management strategic planning phase MONITORING AND REPORTING OF DESEGREGATION PROGRAM BUDGET DOCUMENT REPORT USI QUARTER: 2ND QUARTER: 3BD QUARTER: 4TH QUARTERI Critical Noncritical 0% 0% 0% 0% 0% 0% Progress Milestone Feb 3 '97 Jul 1 '96 r Jul 1 '96 Jul 1 '96 Jul 1 '96 Aug 1 '96 Page 25 Summary Rolled Up  1 st Quar Jul I Aug~ID 195 196 197 198 199 200 201 202 Code MR MR MR MR MR MR MR MR Project: FY 98 Date: 6/28/96 Name Revise written program budget document instructions, as needed Plan maintenance education and orientation regarding the program budget document process Distribute written program budget document instructions to principals and program managers Conduct maintenance education workshops and orientation sessions regarding the program budget document process for principals, clerical staff, program managers, primary and secondary leaders 1ST QUARTER PROGRAM BUDGET DOCUMENT REPORTS Review program budget document with program managers and principals Carryout training sessions on the Program Budget Document Send reminder notice regarding deadline for entering 1st Quarter PBD activities Critical Noncritical % Complete 0% 0% 0% 0% 0% 0% 0% 0% Progress Milestone Scheduled Start Aug 31 '96 Aug 1 '96 Sep 2 '96 Sep 4 '96 Aug 8 '96 Aug 8 '96 Sep 2 '96 Oct 3 '96 Page 26 1 st Quarter Jul I Aug I Sep B fl 2nd Quarter Oct I Nov I Dec I Summary Rolled Up  3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May [ Jun 1st Quar Jul I Aug~ID 203 T Code MR Name Last day to enter activities for the 1st Quarter PBD % Complete 0% Scheduled Start Oct 14'96 1st Quarter 2nd Quarter 3rd Quarter Jul I Aug I Sep Oct | Nov | Dec Jan | Feb | Mar 4th Quarter Apr I May | Jun lot Quar Jul I Aug' 204 MR PRE develops narrative and the Controller provides financial info for the PBD reports 0% Oct 16'96 205 206 207 208 209 210 MR MR MR MR MR MR Project: FY 98 Date\n6/28/96 PRE combines all information for the 1st Quarter Program Budget Report Submit report to Attorney for review Prepare for publication of 1st Quarter Program Budget Document Reports Submit 1 st Quarter Program Budget Document Reports to Court Primary leaders provide feedback to the secondary people regarding achievement reporting in the PBD 2ND QUARTER PROGRAM BUDGET DOCUMENT REPORTS Critical 0% 0% 0% 0% 0% 0% Oct 31 '96 Nov 8 '96 Nov 13'96 Nov 21 '96 Nov 21 '96 Nov 21 '96 Noncritical Progress h Milestone I Rolled Up  Page 27 0 I IID 211 212 213 214 215 216 217 218 Code MR MR MR MR MR MR MR MR Project: FY 98 Date: 6/28/96 Name Advise program managers and principals on Programs Budget Document Send reminder notice regarding deadline to enter activities for 2nd Quarter PBD Last day to enter activities for the 2nd Quarter PRE revises narrative and the controller provides financial info for Program Budget Document Reports (DSeg and NonDSeg) PRE combines all revised information for 2nd Quarter Program Budget Document Reports Submit report to Attorney for review Prepare publication of 2nd Quarter Program Budget Document Reports Submit 2nd Quarter Program Budget Document Reports to Court Critical Noncritical % Complete 0% 0% 0% 0% 0% 0% 0% 0% Scheduled Start Nov 21 '96 Jan 6 '97 Jan 13'97 Jan 29 '97 Jan 29 '97 Feb 14 '97 Feb 20 '97 Feb 25 '97 Progress H Milestone | Page 28 1 st Quarter Jul I Aug I Sep 2nd Quarter 3rd Quarter 4th Quarter Oct I Nov I Dec Jan | Feb | Mar' Apr | May | Jun  0 0 1st Quar Jul I Aug Summary Rolled Up ID 219 22fl 221 222 223 224 225 226 Code MR MR MR MR MR MR MR MR Project: FY 98 Date: 6/28/96 Name Primary leaders provide feedback to their secondary people regarding achievement reporting in the PBD 3RD QUARTER PROGRAM BUDGET DOCUMENT REPORTS Advise program managers and principals on the Program Budget Document Send reminder notice regarding deadline to enter 3rd Quarter activities Last day to enter activities for the third quarter PBD PRE combines all revised information for 3rd Quarter PBD Report Submit report to Attorney for review Prepare for publication of 3rd Quarter Program Budget Document Report Critical Noncritical % Complete 0% 0% 0% 0% 0% 0% 0% 0% Scheduled Start Feb 25 '97 Feb 25 '97 Feb 25 '97 Mar 7 '97 Apr 3 '97 May 6 '97 May 13'97 May 20 '97 Progress h Milestone | Page 29 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Summary Rolled Up  3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun I I 8 0 1st Quar Jul I Aug~ID 227 228 229 230 231 232 233 234 Code MR MR MR MR MR MR MR MR Project: FY 98 Date: 6/28/96 Name Submit 3rd Quarter Program Budget Document to Court Primary leaders provide feedback to their secondary people regarding achievement reporting in the PBD 4th QUARTER PROGRAM BUDGET DOCUMENT REPORTS Advise program managers and principals on Program Budget Document Send reminder notice regarding last date to enter activities Last day to enter activities for the 4th Quarter PRE develops narrative and the controller provides financial information for 4th quarter Program Budget Document Report PRE combines all information for 4th Quarter Program Budget Document Report Critical Noncritical % Complete 0% 0% 0% 0% 0% 0% 0% 0% Scheduled Start May 27 '97 May 27 '97 May 9 '97 May 27 '97 May 9 '97 Jul 11 '97 Jul 29 '97 Jul 29 '97 Progress H Milestone | Page 30 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Summary Rolled Up  3rd Quarter 4th Quarter Jan I Feb | Mar Apr | May | Jun 0 1 st Quar Jul I Aug~ID 235 Code MR Name Submit report to Attorney for review % Complete 0% Scheduled Start Aug 12'97 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quar Jul I Aug~ I 236 MR Prepare for publications the 4th Quarter Program Budget Document Report 0% Aug 18'97 237 MR Submit 4th Quarter Program Budget Document Reports to Court 0% Aug 26 '97 I 238 MR Primary leaders provide feedback to their secondary people regarding achievement reporting in the PBD 0% Aug 1 '97 239 MR SUBMIT MONTHLY MANAGEMENT REPORT (MANAGEMENT TOOL! TO COURT 0% Jul 31 '96 1 240 MR Submit July's monthly management report to Court 0% Jul 31 '96 I 241 MR Submit August's monthly management report to Court 0% Aug 30 '96 I 242 MR Submit September's monthly management report to Court 0% Sep 30 '96 .. Project: FY 98 Date: 6/28/96 Critical  Noncritical Progress h Milestone | Summary Rolled Up Q Page 31ID 243 Code MR Name________________________________________ Submit October's monthly management report to Court % Complete 0% Scheduled Start Oct 31 '96 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec I 244 MR Submit November's monthly management report to Court 0% Nov 29 '96 I 245 MR Submit December's monthly management report to Court 0% Dec 20 96 I 246 MR Submit January's monthly management report to Court 0% Jan 31 '97 247 MR Submit February's monthly management report to Court 0% Feb 28 '97 248 MR Submit March's monthly management report to Court 0% Mar 31 '97 249 MR Submit April's monthly management report to Court 0% Apr 30 '97 250 MR Submit May's monthly management report to Court 0% May 3 '97 Project: FY 98 Date: 6/28/96 Critical Noncritical Progress  Milestone | Summary Rolled Up  Page 32 3rd Quarter Jan I Feb | Mar I I 4th Quarter Apr I May | Jun I a 1 st Quar Jul I Aug~ID 251 Code MR Name Submit June's monthly management report to Court % Complete 0% Scheduled Start Jun 30 '97 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quar Jul I Aug 252 MR Submit July's monthly management report to Court 0% Jul 31 '97 253 MR Submit August's monthly management report to Court 0% Aug 31 '97 I 254 ORG REASSESSMENT OF PROCESS AND ORGANIZATION 1996-97 0% Jul 1 '96 r 255 ORG Analyze, reassess, and revise planning organization and structure 0% Jul 1 '96 256 ORG Revise, discuss and reach consensus regarding format and tasking of 1996-97 Management Tool 0% Jul 1 '96 257 ORG Initial circulation of 1996-97 Management Tool 0% Jul 22 '96 258 ORG Evaluate tasking of 1996-97 Management Tool 0% Jul 24 '96 Project: FY 98 Date: 6/28/96 Critical Noncritical Progress h Milestone  Summary Rolled Up  Page 33Little Rock School District Program Planning and Budgeting Tool ID 1 Code PINV Name % Complete Scheduled Start Jul 3 '96 Scheduled Finish Auq 19 '96 Revised Finish Resource Names Jackson 2 PINV Identify and revise DSeg and NonDSeg Programs 50% Jul 3 '96 Aug 11 '96 Jackson,Lewis 3 PINV Review and adjust primary and secondary leaders for DSeg and NonDSeg Programs 50% Jul 17'96 Aug 14'96 Lewis \"\" 1996 4 PINV Finalize list of DSeg and NonDSeg Programs 0% Aug 15 '96 Aug 19'96 5 PINV Generate a Program Inventory Report for 1996-97 0% Aug 15'96 Aug 19 '96  PEVAL 21% Jul 3 '96 Nov 22 '96 7 PEVAL Notify program managers that program evaluation begins in fall\nbegin data collection 100% Jul 3 '96 Jul 26 '96 8 PEVAL Review/revise process for cabinet review of program evaluations 0% Aug 1 '96 Aug 15 '96 Page 1 FY98 Office of ^^sogregation Jackson,Lewis -  Jackson,Lewis Jackson Jackson Jackson,Cabinet I^Wioru g July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 9 Code PEVAL Name Review/revise program evaluation instrument % Complete 0% Scheduled Start Aug 1 '96 Scheduled Finish Aug 15 '96 Revised Finish Resource Names Cabinet.Jackson 10 PEVAL Conduct required training sessions describing the process and evaluation criteria for designated staff 0% Aug 15 '96 Aug 30 '96 Jackson 11 PEVAL Distribute program evaluation instruments and instructions to primary and/or secondary leaders: provide additonal information/instruments, if needed 0% Aug 26 '96 Aug 26 '96 Jackson 12 PEVAL Program evaluations due from secondary or primary leaders 0% Sep 16 '96 Sep 16 '96 Cabinet,Jackson 13 PEVAL Review program evaluations (DSeg and NonDSeg) for programs needing extended evaluations 0% Sep 18 '96 Oct 2 '96 Cabinet,Jackson 14 PEVAL Finalize identification of programs needing extended evaluation 0% Oct 2 '96 Oct 14 '96 Cabinet.Jackson 15 PEVAL Notify appropriate staff to prepare Extended Program Evaluations 0% Oct 16'96 Oct 21 '96 Jackson,Cabinet 16 PEVAL Extended evaluations due 0% Nov 13'96 Nov 13'96 Program Managers Page 2 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 17 Code PEVAL Name Cabinet review extended evaluations for merge into needs assessment report % Complete 0% Scheduled Start Nov 18'96 Scheduled Finish Nov 22 '96 Revised Finish Resource Names Jackson,Cabinet 15 NEEDS 0% Oct 31 '95 Dec 2 '96 Jackson.Cabinet 19 NEEDS Review types of data to measure needs of district for FY 96-97 0% Sep 3 '96 Sep 10'96 Cabinet,Jackson 20 NEEDS Analyze results of the budgeting and planning priorities revealed from the 95-96 Needs Assessment Report 0% Sep 4 '96 Sep 10'96 Jackson,Cabinet 21 NEEDS Review strategic planning mission statement and goals of the District (and implement) 0% Sep 4 '96 Sep 10'96 Jackson,Cabinet 22 NEEDS Board identifies District concerns for input from public at Town Hall/District Dialogues 0% Sep 12'96 Sep 12 '96 Williams,Board 2S NEEDS STANFORD 8 TEST DATA STUDY 0% Sep 11 '96 Jackson 24 NEEDS Define purpose and scope for Stanford 8 Test data study 0% Sep 11 '96 Sep 16 '96 Jackson,Cabinet Page 3 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 25 Code NEEDS Name________________________________ Assign responsibilities for study of Stanford 8 Test data % Complete 0% Scheduled Start Sep 11 '96 Scheduled Finish Sep 16 '96 Revised Finish Resource Names Jackson,Lacey 26 NEEDS Design data coilection plan for study of Stanford 0% Sep 11 '96 Sep 16 '96 Jackson,Lacey 27 NEEDS Collect and analyze data from Stanford 8 Test (Spring 96 administration) 0% Sep 16 '96 Oct 11 '96 Jackson,Lacey,Savage 28 NEEDS Prepare Stanford 8 Test Report 0% Oct 11 '96 Oct 31 '96 Lacey 29 NEEDS Submit Stanford 8 Test Report tor merge into needs assessment 0% Oct 31 '96 Oct 31 '96 Jackson,Lacey 3Q NEEDS PRE EDUCATIONAL EQUITY MONITORING REPORTS SURVEY 0% Oct 31 '95 Oct 13 '96 Jackson 31 NEEDS Define purpose and scope for PRE Educational Equity Monitoring Reports Study 0% Sep 11 '96 Sep 16 '96 Jackson,Cabinet 32 NEEDS Assign responsibilities for PRE Educational Equity Monitoring Reports Study 0% Sep 11 '96 Sep 16 '96 Jackson Page 4 FY98 Juiy 31 '96Little Rock School District Program Planning and Budgeting Tool ID 33 Code NEEDS Name Analyze data from PRE Educational Equity Monitoring Reports Studies % Complete 0% Scheduled Start Sep 18 '96 Scheduled Finish Sep 30 '96 Revised Finish Resource Names Jackson,Smith P. 34 NEEDS Prepare PRE Educational Equity Monitoring findings 0% Oct 2 '96 Oct 13'96 Smith 35 NEEDS Submit PRE Educational Equity Monitoring Reports Study into needs assessment listing 0% Oct 31 '95 Oct 31 '95 Jackson,Smith Sfi NEEDS SCHOOL CLIMATE/HUMAN RELATIONS SURVEY ISC/HRISTUDY 0% Sep 11 '96 Oct 31 '96 Jackson 37 NEEDS Define purpose and scope of SC/HR Survey 0% Sep 11 '96 Sep 16 '96 Jackson,Cabinet 38 NEEDS Assign responsibilities for SC/HR data collections 0% Sep 11 '96 Sep 16 '96 Jackson 39 NEEDS Design data collection plan for study of SC/HR 0% Sep 11 '96 Sep 16 '96 Jackson,Hobby 40 NEEDS Collect and analyze data from SC/HR Survey 0% Sep 16 '96 Oct 15'96 Jackson,Hobby Page 5 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 41 Code NEEDS Name Prepare SC/HR Survey Report % Complete 0% Scheduled Start Oct 15'96 Scheduled Finish Oct 31 '96 Revised Finish Resource Names Hobby 42 NEEDS Submit SC/HR Survey Report for merge into needs assessment 0% Oct 31 '96 Oct 31 '96 Jackson, Hobby,Savage 43 NEEDS PQRPQRTIONALS ALLOCATION FORMULAS STUDY 0% Seo 11 '96 Oct 31 '96 Miihollen.Mar. Sup Serv 44 NEEDS Define purpose and scope of Proportional Allocation Formulas 0% Sep 11 '96 Sep 17'96 Milhollen,Cabinet,Mgr. Sup Serv 45 NEEDS Assign responsibilities for Proportional Allocation Formulas 0% Sep 11 '96 Sep 17 '96 Mgr. Sup Serv 46 NEEDS Design data collections plan for Proportional Allocation Formulas 0% Sep 11 '96 Sep 17'96 Mgr. Sup Serv 47 NEEDS Collect and analyze data for Proportional Allocation Formulas 0% Sep 15 '96 Oct 14 '96 Hurley, Eaton,Gadberry, Neal,Milhoilen,Mgr. Sup Serv 48 NEEDS Prepare Proportional Allocation Formulas Report 0% Oct 14 '96 Oct 30 '96 Milhoilen,Hurley,Eaton,Neal,mng. Sup Serv Page 6 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 49 Code NEEDS Name Submit Proportional Allocations Formulas Study Report for merge into needs assessment listing % Complete 0% Scheduled Start Oct 31 '96 Scheduled Finish Oct 31 '96 Revised Finish Resource Names Milholien 5fl NEEDS DESEGREGATION MONITORING REPORTS AUDIT FROM PPM 2311 Sep 11 '96 Dec 2 '96 51 NEEDS Define purpose and scope of Desegregation Monitoring Reports Audit 0% Sep 11 '96 Sep 17'96 Williams,Cabinet,Asso Supt DSeg 52 NEEDS Assign responsibility for data collection of transcripts and Desegregation Monitoring Reports Audit 0% Sep 11 '96 Sep 17'96 Asso Supt DSeg 53 NEEDS Design data collection plan for study of Desegregation Monitoring Reports Audit 0% Sep 11 '96 Sep 17'96 Asso Supt DSeg 54 NEEDS Collect data 0% Sep 18 '96 Oct 15'96 Asso Supt DSeg 55 NEEDS Review with Cabinet and Attorneys 0% Oct 16 '96 Oct 31 '96 Asso Supt DSeg 56 NEEDS Report findings to PRE 0% Oct 31 '96 Nov 19'96 Asso Supt DSeg Page 7 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 57 Code NEEDS Name Merge new obligations with Program Budget Document % Complete 0% Scheduled Start Nov 1 '96 Scheduled Finish Dec 2 '96 Revised Finish Resource Names Lewis,Asso Supt DSeg 5fi NEEDS COURT ORDERS AUDIT 0% Sep 11 9? Nov 29 '96 Asso Supt DSeo 59 NEEDS Define purpose and scope of Court Orders Audit 0% Sep 11 '96 Sep 17'96 Cabinet,Asso Supt DSeg 60 NEEDS Assign responsibility for data collection of Court Orders Audit 0% Sep 11 '96 Sep 17'96 Asso Supt DSeg 61 NEEDS Collect data 0% Sep 18 '96 Oct 15 '96 Asso Supt DSeg 62 NEEDS Review with Cabinet and Attorneys 0% Oct 16 '96 Oct 31 '96 Asso Supt DSeg 63 NEEDS Report findings to PRE 0% Nov 1 '96 Nov 19 '96 Asso Supt DSeg 64 NEEDS Merge new obligations with Program Budget Document 0% Nov 1 '96 Nov 29 '96 Lewis,Asso Supt DSeg Page 8 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 5 Code NEEES Name TOWN HALL MEETINGS % Complete 0% Scheduled Start Seo 11 '96 Scheduled Finish Nov 21 '96 Revised Finish Resource Names________ - Williams.Jackson.Modeste 66 NEEDS Define purpose and scope of Town Hall Meetings 0% Sep 11 '96 Sep 17'96 Jackson,Modeste,Cabinet 67 NEEDS Review previous years data from Town Hall Report 0% Sep 11 '96 Sep 17'96 Modeste, Jackson,Vann 68 NEEDS Review and data collection plan (matrix)for Town Hall Meetings 0% Sep 11 '96 Sep 17'96 Jackson, Vann, Lewis 69 NEEDS Set locations and schedule for Town Hall Meeting 0% Sep 11 '96 Sep 17'96 Vann,Modeste 70 NEEDS Develop advertisement plan and schedule for Town Hall Meetings\nPrepare sample agenda 0% Sep 11 '96 Sep 17 '96 Vann.Modeste 71 NEEDS Execute advertisement plan for Town Hall Meeting I 0% Sep 18 '96 Oct 31 '96 Vann,Modeste 72 NEEDS Conduct Town Mali Meeting I 0% Sep 18 '96 Oct 31 '96 Wiiiiams Page 9 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 73 Code NEEDS Name _____________________________ Gather feedback data from Town Hall Meeting I for input into matrix % Complete 0% Scheduled Start Sep 18 '96 Scheduled Finish Oct 31 '96 Revised Finish Resource Names Vann,Lewis 74 NEEDS Execute advertisement plan for Town Hall Meeting II 0% Sep 18 '96 Oct 31 '96 Vann,Modeste 75 NEEDS Conduct Town Hall Meeting II 0% Sep 18 '96 Oct 31 '96 Williams 76 NEEDS Gather feedback data from Town Hall Meeting II for input into matrix 0% Sep 18 '96 Oct 31 '96 Vann,Lewis 77 NEEDS Execute advertisement plan tor Town Hall Meeting III 0% Sep 18 '96 Oct 31 '96 Vann,Modeste 78 NEEDS Conduct Town Hall Meeting III 0% Sep 18 '96 Oct 31 '96 Williams 79 NEEDS Finalize and publish Town Hall Meeting Report 0% Nov 1 '96 Nov 15'96 Modeste,Lewis 80 NEEDS Merge findings of Town Hall Meeting Report, 1996-97 into needs assessment listing 0% Nov 15'96 Nov 21 '96 Jackson,Lewis Page 10 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID ai Code NEEDS Name % Complete 0% Scheduled Start Sep 11 '96 Scheduled Finish Nov 21 '96 Revised Finish Resource Names Williams, Jackson.Modeste 82 NEEDS Define purpose and scope of District Dialogues 0% Sep 11 '96 Sep 17'96 Williams, Jackson,Modeste,Cabinet 83 NEEDS Review previous years data from District Dialogue Report 0% Sep 11 '96 Sep 17'96 Modeste,Vann 84 NEEDS Review data collection plan (matrix) for District Dialogues 0% Sep 11 '96 Sep 17'96 Jackson,Vann,Modeste 85 NEEDS Set locations and schedule for District Dialogue Meetings 0% Sep 11 '96 Sep 17 '96 Modeste,Vann 86 NEEDS Develop advertisement plan and schedule for District Dialogues\nprepare sample agenda 0% Sep 11 '96 Sep 17'96 Vann,Modeste 87 NEEDS Execute advertisement plan for District Dialogue l(Principals) 0% Sep 18 '96 Oct 31 '96 Vann,Modeste 88 NEEDS Conduct District Dialogue I 0% Sep 18 '96 Oct 31 '96 Williams Page 11 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 89 Code NEEDS Name Gather feedback from District Dialogue 1 for input into matrix % Complete  0% Scheduled Start Sep 18 '96 Scheduled Finish Oct 31 '96 Revised Finish Resource Names Vann.Lewis 90 NEEDS Execute advertisement plan for District Dialogue IlfAss't Principals) 0% Sep 18 '96 Oct 31 '96 Vann.Modeste 91 NEEDS Conduct District Dialogue II 0% Sep 18 '96 Oct 31 '96 Williams 92 NEEDS Gather feedback data from District Dialogue II for input into matrix 0% Sep 18 '96 Oct 31 '96 Vann,Lewis 93 NEEDS Execute advertisement plan for District Dialogue lllfTeachers) 0% Sep 18 '96 Oct 31 '96 Vann.Modeste 94 NEEDS Conduct District Dialogue III 0% Sep 18 '96 Oct 31 '96 Williams 95 NEEDS Gather feedback data from District Dialogue III for merge into matrix 0% Sep 18'96 Oct 31 '96 Vann.Lewis 96 NEEDS Execute advertisement plan for District Dialogue IV(Admin. and Classified) 0% Sep 18 '96 Oct 31 '96 Vann.Modeste Page 12 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 97 Code NEEDS Name Conduct District Dialogue IV % Complete 0% Scheduled Start Sep 18 '96 Scheduled Finish Oct 31 '96 Revised Finish Resource Names Williams 98 NEEDS Gather feedback data from District Dialogue IV for input into matrix 0% Sep 18 '96 Oct 31 '96 Vann,Lewis 99 NEEDS Execute advertisement plan for District Dialogue V(Transportation) 0% Sep 18 '96 Oct 31 '96 Vann,Modeste 100 NEEDS Conduct District Dialogue V 0% Sep 18 '96 Oct 31 '96 Williams 101 NEEDS Gather feedback data from District Dialogue V for input into matrix 0% Sep 18 '96 Oct 31 '96 Vann,Lewis 102 NEEDS Finalize and publish District Dialogue Report 1996-97 0% Nov 1 '96 Nov 15 '96 Jackson,Lewis 103 NEEDS Merge findings of District Dialogue Report 1996-97 into needs assessment listing 0% Nov 15 '96 Nov 21 '96 Jackson,Lewis 104 NEEDS PREPARE NEEDS ASSESSMENT REPORT 0% Nov 1 '96 Nov 30 '96 Jackson Page 13 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 105 Code NEEDS Name Conduct Administrative review of available districtwide reports and objective data % Complete  0% Scheduled Start Nov 1 '96 Scheduled Finish Nov 15'96 Revised Finish Resource Names Jackson,Cabinet 106 NEEDS Review of available districtwide reports and objective data by Board 0% Nov 1 '96 Nov 15'96 Wiliiams, Jackson,Boa rd 107 NEEDS Publish Draft of Needs Assessment /Report and disseminate to selected persons 0% Nov 27 '96 Nov 27 '96 Jackson,Cabinet 108 NEEDS Pubiish Needs Assessment Report, 1996-97 0% Nov 30 '96 Nov 30 '96 Jackson 109 GOALS PLANNING AND BUDGET GOALS 0% Oct 2 '96 Aug 29 '97 Jackson un GOALS CABINET PLANNING SESSION 0% Oct 2 '96 Jan 30 '97 Jackson.Cabinet 111 GOALS Review 1995-96 Needs Assessment Report 0% Oct 2 '96 Oct 31 '96 Jackson,Cabinet 112 GOALS Distribute 1996-97 Needs Assessment Report to Cabinet members 0% Dec 2 '96 Dec 9 '96 Jackson,Cabinet Page 14 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 113 Code GOALS Name__________________________________ Distribute mission statement, goals and written priorities (strategic planning action plans) % Complete 0% Scheduled Start Dec 13'96 Scheduled Finish Jan 30 '97 Revised Finish Resource Names Young,Modeste,Vann 114 PDEV 0% Nov 1 '96 Aug 29 '97 Jackson.Cabinet 115 PDEV SUBMIT BUSINESS CASE FOR PROGRAM AND/OR MODIFICATIONS TO SUPERINTENDENT 0% Nov 1 '96 Feb 20 '97 Williams.Jackson 116 PDEV Review process for program development 0% Nov 1 '96 Nov 12'96 Cabinet,Jackson 117 PDEV Use extended program evaluations to identify program additions, modifications, deletions 0% Nov 18'96 Nov 26 '96 Cabinet 118 PDEV Notify appropriate staff to prepare Business Cases on results of extended program evaluations 0% Nov 18'96 Nov 27 '96 Cabinet 119 PDEV Review recommendations from district needs assessment report in order to identify additional programs or programs modifications resulting in business case(s) 0% Dec 5 '96 Dec 11 '96 Cabinet 120 PDEV Business Cases due 0% Jan 8 '97 Jan 8 '97 Primary Leaders Page 15 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 121 Code PDEV Name Review of Business Cases by Cabinet % Complete 0% Scheduled Start Jan 15'97 Scheduled Finish Jan 22 '97 Revised Finish Resource Names Cabinet 122 PDEV Submit Business Cases for program and/or program modifications to Board of Directors 0% Feb 6 '97 Feb 6 '97 Jackson,Williams 123 PDEV Review of Business Cases by Board 0% Feb 6 '97 Feb 20 '97 Board 124 BUDGT BOARD RETREAT/BOARD WORKSESSION 0% Pec 9 '96 Jan 31 '97 Williams 125 BUDGT Determine date and site for Board Retreat 0% Dec 9 '96 Dec 19 '96 Williams,Board 126 BUDGT Identify and establish agenda items for Board Worksession 0% Dec 9 '96 Dec 19 '96 Williams,Board 127 BUDGT Identify materials for Board Worksession 0% Dec 9 '96 Dec 25 '96 Williams,Jackson 128 BUDGT Distribute materials for Board Worksession 0% Jan 9 '97 Jan 10'97 Williams,Jackson Page 16 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 129 Code BUDGT Name Conduct data analysis work session In preparation for Board Worksession % Complete 0% Scheduled Start Jan 13'97 Scheduled Finish Jan 13'97 Revised Finish Resource Names Williams,Cabinet 130 BUDGT Conduct Board Worksession 0% Jan 21 '97 Jan 27 '97 Williams,Board 131 BUDGT Report outcomes of Board Worksession 0% Jan 31 '97 Jan 31 '97 Williams,Board 132 BUDGT BUDGETING 0% Nov 20 '96 Aug 29 '97 Milholien.Mgr, Suo Serv 133 BUDGT Develop budget preparation training materials 0% Nov 20 '96 Nov 27 '96 Milholien,Mgr. Sup Serv 134 BUDGT Conduct budget preparation training sessions and distribute instructions for budget preparation training at all levels 0% Dec 2 '96 Dec 9 '96 Mgr. Sup Serv 135 BUDGT Budget managers develop and submit revised 1995-96 expense budget revisions and 1996-97 expense budget requests 0% Dec 11 '96 Jan 8 '97 Milholien,Mgr. Sup Serv 136 BUDGT Begin districtwide expense budget consolidation and executive review process 0% Jan 9 '97 Mar 11 '97 Mgr. Sup Serv Page 17 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 137 Code BUDGT Name Year to date revenue expenditure analysis % Complete 0% Scheduled Start Jan 9 '97 Scheduled Finish Jan 31 '97 Revised Finish Resource Names Milhoilen,Mgr. Sup Serv 138 BUDGT Revise financial forecast for coming year 0% Feb 26 '97 Mar 7 '97 Mgr. Sup Serv 139 BUDGT Submit proposed budget to Board 0% Mar 13'97 Mar 13'97 Williams 140 BUDGT Conduct Board Work Sessions on proposed budget 0% Mar 18 '97 Mar 31 '97 Board.Williams.Mgr. Sup Serv 141 BUDGT Revise proposed budget, as needed 0% Mar 14 '97 Apr 2 '97 Milhoilen,Mgr. Sup Serv 142 BUDGT Prepare tentative budget 0% Apr 3 '97 May 13'97 Milhoilen,Mgr. Sup Serv 143 BUDGT Board review of tentative budget 0% May 22 '97 May 22 '97 Board,Mgr. Sup Serv 144 BUDGT Conduct Board Work Session on tentative Budget 0% May 23 '97 May 30 '97 Board,Williams Page 18 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 145 Code BUDGT Name_______________________________ Account reconciliation and Purchase Order (PO) clean-up % Complete 0% Scheduled Start Jun 17'97 Scheduled Finish Jul 14'97 Revised Finish Resource Names Neal,Milhollen 146 BUDGT 147 BUDGT Receipt of state generated revenue numbers (payroll liabilities, adjusted supplemental payroll, last payroll, Carl Perkins, M to M, JTPA, Vocational Ed., Chapters 1 and 2, Compensatory Ed., MFPA, Transportation, ABC) Close-out 1996-97 accounts: adjust physical inventory, (fiscal)federal grants, magnet, state grants, accruals 0% 0% 148 BUDGT Compute ending fund balance 0% 149 BUDGT Administrative review of final budget 0% 150 BUDGT Submit final budget to Board 0% 151 BUDGT Board review and adoption of 97-98 final budget 0% 152 BUDGT Submit final Budget to CourVParties 0% Jun 17'97 Jul 17'97 Milholien Jul 1 '97 Jul 21 '97 Milhollen,Cabinet Jul 22 '97 Jul 22 '97 Milhollen Jul 24 '97 Jul 31 '97 Jul 31 '97 Aug 11 '97 Jul 29 '97 Jul 31 '97 Aug 7 '97 Aug 22 '97 Williams.Cabinet Williams Board Williams,Attorney Page 19 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 153 Code BUDGT Name Submit 97-98 final budget to State % Complete 0% Scheduled Start Aug 22 '97 Scheduled Finish Aug 29 '97 Revised Finish Resource Names Williams 154 BUDGT Staffing 0% Jan 26 '97 Aug 16 '97 Hurley 155 BUDGT Review/adoption of changes in course offerings by Board 0% Jan 26 '97 Feb 7 '97 Boa rd,Williams 156 BUDGT Meeting with counselors and principals to review courses offerings 1996-97 0% Jan 29 '97 Feb 15'97 Elston 157 BUDGT Print secondary course selection sheets 0% Jan 29 '97 Feb 17'97 Williams,Gadberry 158 BUDGT Counselors meet with students and complete course selection sheets 0% Feb 19'97 Mar 11 '97 Principals,Counselors,Anderson 159 BUDGT Counselors send course selection sheets to receiving schools 0% Mar 7 '97 Mar 10'97 Principals,Counselors 160 BUDGT Registrars tally course selections 0% Mar 11 '97 Mar 31 '97 Principals, Registrars Page 20 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 161 Code BUDGT Name_______________________________ Review course tallies secondary. Note possible staffing changes based on courses requested % Complete 0% Scheduled Start Apr 1 '97 Scheduled Finish Apr 21 '97 Revised Finish Resource Names Gadberry,Hurley,Asst. Supts. 162 BUDGT Identify elementary enrollment (tentative) for 1997-98 0% Apr 1 '97 May 19'97 Hurley,Gadberry,Asst Supts,Asso Supt DSeg 163 BUDGT Make determination by subject area (secondary) of possible changes and by projected elementary enrolled 0% Apr 1 '97 Apr 21 '97 Gadberry, Hurley, Anderson 164 BUDGT List known retirements, resignations, and intern positions 0% Apr 3 '97 Apr 24 '97 Gadberry,Hurley 165 BUDGT Identify certified personnel for Reduction in Force (RIF), if needed 0% Apr 22 '97 Apr 29 '97 Hurley,Gad berry 166 BUDGT Notify certified personnel of Reduction in Force (RIF), if needed staff reduction 0% Apr 24 '97 Apr 30 '97 Hurley,Gadberry 167 BUDGT Recall certified personnel from RIF, if needed 0% Jun 3 '97 Aug 1 '97 Hurley,Gadberry 168 BUDGT Notify classified personnel of staff reduction 0% May 6 '97 Jul 15'97 Hurley,Gadberry Page 21 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 169 Code BUDGT Name Recall classified personnel from RIF, if needed % Complete 0% Scheduled Start Jun 3 '97 Scheduled Finish Aug 15'97 Revised Finish Resource Names Hurley IZfi BUDGT 0% Feb 2 '97 May 1 '97 Modeste. Vann. Williams 171 BUDGT Plan for internal and external feedback. Set locations and dates 0% Feb 3 '97 Feb 17'97 Williams,Modeste, Vann 172 BUDGT Execute advertisement for district feedback. Session I 0% Feb 3 '97 May 1 '97 Modeste,Vann 173 BUDGT Conduct District Feedback Session I 0% Feb 3 '97 May 1 '97 Williams 174 BUDGT Execute advertisement plan for district feedback. Session II 0% Feb 3 '97 May 1 '97 Modeste,Vann 175 BUDGT Conduct District Feedback Session II 0% Feb 3 '97 May 1 '97 Williams 176 BUDGT Execute advertisement for district feedback. Session III 0% Feb 3 '97 May 1 '97 Williams Page 22 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 177 Code BUDGT Name Conduct district feedback. Session III % Complete 0% Scheduled Start Feb 3 '97 Scheduled Finish May 1 '97 Revised Finish Resource Names Williams 178 BUDGT Execute advertisement for district feedback. Session IV 0% Feb 3 '97 May 1 '97 Modeste.Vann 179 BUDGT Conduct district feedback, Session IV 0% Feb 3 '97 May 1 '97 Williams 180 BUDGT Execute advertisement for district feedback. Session V 0% Feb 3 '97 May 1 '97 Modeste.Vann 181 BUDGT Conduct district feedback. Session V 0% Feb 3 '97 May 1 '97 Williams 182 BUDGT Execute advertisement for district feedback. Session VI 0% Feb 3 '97 May 1 '97 Modeste.Vann 183 BUDGT Conduct distict feedback. Session VI 0% Feb 3 '97 May 1 '97 Williams 184 BUDGT Execute advertisement plan for Town Hall feedback. Session I 0% Feb 3 '97 May 1 '97 Modeste.Vann Page 23 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 185 Code BUDGT Name Conduct Town Hall feedback. Session I % Complete 0% Scheduled Start Feb 2 '97 Scheduled Finish May 1 '97 Revised Finish Resource Names -Williams 186 BUDGT Execute advertisement plan for Town Hall feedback. Session II 0% Feb 3 '97 May 1 '97 Modeste,Vann 187 BUDGT Conduct Town Hall feedback . Session II 0% Feb 3 '97 May 1 '97 Williams 188 BUDGT Execute advertisement for Town Hall feedback. Session III 0% Feb 3 '97 May 1 '97 Williams 189 BUDGT Conduct Town Hall feedback, Session III 0% Feb 3 '97 May 1 '97 Modeste,Vann 190 SPLAN STRATEGIC PLANNING - IMPLEMENTATION OF APPROVED YEAR ONE ACTION PLANS 0% Jul 1 '96 Jun 30 '97 Young, Modeste. Williams 191 SPLAN Conduct evaluation for year one 0% Jul 1 '96 Jun 28 '97 Modeste, Williams, Young 192 SPLAN Identify action plans for year two implementation 0% Jul 1 '96 Jun 30 '97 Young,Modeste Page 24 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 193 Code SPLAN Name Implement site-based management strategic plan % Complete 0% Scheduled Start Jul 1 '96 Scheduled Finish Jun 30 '97 Revised Finish Resource Names Young,Asst. Supts,Kohler,Modeste 14 MR MONITORING AND REPORTING OF DESEG 0% Aug 1 '96 Sep 1 '97 Jackson 195 MR 196 MR 197 MR 198 MR 199 MR 200 MR Page 25 DOCUMENT REPORTS (1ST QUARTER: 2ND QUARTER: 3RD QUARTER: 4TH QUARTERI Revise written program budget document instructions, as needed Plan maintenance education and orientation regarding the program budget document process Distribute written program budget document instructions to principals and program managers Conduct maintenance education workshops and orientation sessions regarding the program budget document process for principals, clerical staff, program managers, primary and secondary leaders 1ST QUARTER PROGRAM BUDGET DOCUMENT REPORTS Review written program budget document with program managers and principals 0% 0% 0% 0% 0% 0% Aug 31 '96 Aug 1 '96 Sep 2 '96 Sep 4 '96 Aug 8 '96 Aug 8 '96 FY98 Sep 5 '96 Sep 2 '96 Sep 4 '96 Oct 1 '96 Dec 20 '96 Oct 14 '96 Lewis Jackson,Lewis Lewis,PRE Clerical Jackson.Lewis Jackson Asst. Supts,Lewis,PRE Clerical July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 201 Code MR Name Carryout training sessions on the Program Budget Document % Complete 0% Scheduled Start Sep 2 '96 Scheduled Finish Sep 13 '96 Revised Finish Resource Names Lewis,Jackson 202 MR Send reminder notice regarding deadline for entering 1st Quarter PBD activities 0% Oct 3 '96 Oct 3 '96 Lewis 203 MR Last day to enter activities for the 1st Quarter PBD 0% Oct 14 '96 Oct 14 '96 Lewis 204 MR PRE develops narrative and the Controller provides financial info for the PBD reports 0% Oct 16 '96 Oct 31 '96 Lewis,Milholien 205 MR PRE combines all information for the 1st Quarter Program Budget Report 0% Oct 31 '96 Nov 8 '96 Lewis,PRE Clerical 206 MR Submit report to Attorney for review 0% Nov 8 '96 Nov 13'96 Lewis 207 MR Prepare for publication of 1st Quarter Program Budget Document Reports 0% Nov 13'96 Nov 13'96 Lewis,Jackson 208 MR Submit 1st Quarter Program Budget Document Reports to Court 0% Nov 21 '96 Nov 21 '96 Jackson,Attorney Page 26 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 209 Code MR Name Primary leaders provide feedback to the secondary people regarding achievement reporting in the PBD % Complete 0% Scheduled Start Nov 21 '96 Scheduled Finish Dec 20 '96 Revised Finish Resource Names Primary Leaders 210 MR 2ND QUARTER PROGRAM BUDGET DOCUMENT REPORTS 0% Nov 21 ge Mar 25 '97 Jackson 211 MR Advise program managers and principals on Programs Budget Document 0% Nov 21 '96 Jan 14 '97 Asst. Supts,Lewis 212 MR Send reminder notice regarding deadline to enter activities for 2nd Quarter PBD 0% Jan 6 '97 Jan 6 '97 Lewis 213 MR Last day to enter activities for the 2nd Quarter PBD 0% Jan 6 '97 Jan 6 '97 Program Managers,Principals 214 MR PRE revises narrative and the controller provides financial into for Program Budget Document Reports (DSeg and NonDSeg) 0% Jan 29 '97 Feb 4 '97 Lewis,Milhollen 215 MR PRE combines all revised information for 2nd Quarter Program Budget Document Reports 0% Jan 29 '97 Feb 4 '97 Lewis,PRE Clerical 216 MR Submit report to Attorney for review 0% Feb 14 '97 Feb 19'97 Attorney,Jackson Page 27 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 217 Code MR Name Prepare publication of 2nd Quarter Program Budget Document Reports % Complete 0% Scheduled Start Feb 20 '97 Scheduled Finish Feb 20 '97 Revised Finish Resource Names Lewis 218 MR Submit 2nd Quarter Program Budget Document Reports to Court 0% Feb 25 '97 Feb 25 '97 Jackson.Attorney 219 MR Primary leaders provide feedback to their secondary people regarding achievement reporting in the PBD 0% Feb 25 '97 Mar 25 '97 Primary Leaders 220 MR 3RD QUARTER PROGRAM BUDGET DOCUMENT REPORTS 0% Feb 25 '97 Jun 25 '97 Jeckeon 221 MR Advise program managers and principals on the Program Budget Document 0% Feb 25 '97 Apr 15'97 Asst. Supts,Lewis 222 MR Send reminder notice regarding deadline to enter 3rd Quarter activities 0% Mar 7 '97 Mar 7 '97 Lewis 223 MR Last day to enter activities for the third quarter PBD 0% Apr 3 '97 Apr 3 '97 Principals,Program Managers 224 MR PRE revises narrative and the controller provides financial information for 3rd Quarter Program Budget Document Report 0% Apr 29 '97 May 3 '97 Lewis,Milhollen Page 28 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 225 Code MR Name PRE combines all revised information for 3rd Quarter PBD Report % Complete 0% Scheduled Start May 12'97 Scheduled Finish May 12'97 Revised Finish Resource Names Lewis.PRE Clerical 226 MR Submit report to Attorney for review 0% May 13'97 May 16'97 Lewis 227 MR Prepare for publication of 3rd Quarter Program Budget Document Report 0% May 20 '97 May 23 '97 Lewis 228 MR Submit 3rd Quarter Program Budget Document to Court 0% May 27 '97 May 27 '97 Jackson,Attorney 229 MR Primary leaders provide feedback to their secondary people regarding achievement reporting in the PBD 0% May 27 '97 Jun 25 '97 Primary Leaders 232 MR 4th QUARTER PROGRAM BUDGET DOCUMENT REPORTS 0% May 9 '97 Sep 1 '97 Jackson 231 MR Advise program managers and principals on Program Budget Document 0% May 22 '97 Jul 22 '97 Asst. Supts.Lewis.PRE Clerical 232 MR Send reminder notice regarding last date to enter activities 0% May 9 '97 May 15'97 Lewis Page 29 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 233 Code MR Name Last day to enter activites for the 4fh Quarter % Complete 0% Scheduled Start Jul 12'97 Scheduled Finish Jul 12'97 Revised Finish Resource Names Program Managers 234 MR PRE develops narrative and the controller provides financial information for 4th quarter Program Budget Document Report 0% Jul 29 '97 Aug 4 '97 Lewis,Milholien 235 MR PRE combines all information for 4th Quarter Program Budget Document Report 0% Jul 29 '97 Aug 4 '97 Lewis,PRE Clerical 236 MR Submit report to Attorney for review 0% Aug 12 '97 Aug 12 '97 Jackson 237 MR Prepare for publications the 4th Quarter Program Budget Document Report 0% Aug 16 '97 Aug 19 '97 Lewis 238 MR Submit 4th Quarter Program Budget Document Reports to Court 0% Aug 26 '97 Aug 26 '97 Jackson,Attorney 239 MR Primary leaders provide feedback to their secondary people regarding achievement reporting in the PBD 0% Aug 1 '97 Sep 1 '97 Primary Leaders 240 MR SUBMIT MONTHLY MANAGEMENT REPORT (MANAGEMENT TOOLI TO COURT 8% Jul 31 '96 Aug 31 '97 Jackson Page 30 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 241 Code MR Name Submit July's monthly management report to Court % Complete 100% Scheduled Start Jul 31 '96 Scheduled Finish Jul 31 '96 Revised Finish Resource Names Jackson,Attorney 242 MR Submit August's monthly management report to Court 0% Aug 30 '96 Aug 30 '96 Jackson,Attorney 243 MR Submit September's monthly management report to Court 0% Sep 30 '96 Sep 30 '96 Jackson,Attorney 244 MR Submit October's monthly management report to Court 0% Oct 31 '96 Oct 31 '96 Jackson, Attorney 245 MR Submit November's monthly management report to Court 0% Nov 29 '96 Nov 29 '96 Jackson,Attorney 246 MR Submit December's monthly management report to Court 0% Dec 20 '96 Dec 20 '96 Jackson,Attorney 247 MR Submit January's monthly management report to Court 0% Jan 31 '97 Jan 31 '97 Jackson,Attorney 248 MR Submit February's monthly management report to Court 0% Feb 28 '97 Feb 28 '97 Jackson,Attorney Page 31 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 249 Code MR Name Submit March's monthly management report to Court % Complete 0% Scheduled Start Mar 31 '97 Scheduled Finish Mar 31 '97 Revised Finish Resource Names Jackson.Attorney 250 MR Submit April's monthly management report to Court 0% Apr 30 '97 Apr 30 '97 Jackson.Attorney 251 MR Submit May's monthly management report to Court 0% May 31 '97 May 31 '97 Jackson.Attorney 252 MR Submit June's monthly management report to Court 0% Jun 30 '97 Jun 30 '97 Jackson.Attorney 253 MR Submit July's monthly management report to Court 0% Jul 31 '97 Jul 31 '97 Jackson.Attorney 254 MR Submit August's monthly management report to Court 0% Aug 31 '97 Aug 31 '97 Jackson 255 ORG REASSESSMENT OF PROCESS ANQ ORGANIZATION 1997-98 5% Jul 5 '96 Aug 30 '97 Jackson.Attorney 256 ORG Analyze, reassess, and revise planning organization and structure 0% Jul 5 '96 Jul 31 '97 Williams.Jackson Page 32 FY98 July 31 '96Little Rock School District Program Planning and Budgeting Tool ID 257 Code ORG Name Revise, discuss and reach consensus regarding format and tasking of 1997-98 Management Tool % Complete 100% Scheduled Start Jul 5 '96 Scheduled Finish Jul 24 '96 Revised Finish Resource Names Cabinet, Lewis, Jackson 258 ORG Initial circulation of 1997-98 Management Tool 100% Jul 13'96 Jul 31 '96 Lewis,Jackson 259 ORG Evaluate tasking of 1997-98 Management Tool 0% Jul 24 '96 Aug 30 '97 Cabinet, Lewis Page 33 FY98 July 31 '96 Jf ID 1 I Code PINV Name 1st Quarter 2nd Quarter 2 PINV Identify and revise DSeg and NonDSeg Programs 3 PINV Review and adjust primary and secondary leaders for DSeg and NonDSeg Programs 4 PINV Finalize list of DSeg and NonDSeg Programs 5  7 PINV PEVAL PEVAL Project: FY 98 Date: 7/31/96 % Complete Jul 45% 50% 50% 0% Aug [ Se^ Oct [ Nov | Dec B 3rd Quarter 4th Quarter Jan I Feb | Mar Apr | May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Generate a Program Inventory Report for 1996-97 PROGRAM EVALUATION Notify program managers that program evaluation begins in fall\nbegin data collection Critical Noncritical 0% a 21% 100% Progress H Milestone | Summary Rolled Up  Page 11st Quarter ID 8 9 10 11 12 13 14 15 Code PEVAL PEVAL PEVAL PEVAL PEVAL PEVAL PEVAL PEVAL Project: FY 98 Date: 7/31/96 Name Review/revise process for cabinet review of program evaluations Review/revise program evaluation instrument Conduct required training sessions describing the process and evaluation criteria for designated staff Distribute program evaluation instruments and instructions to primary and/or secondary leaders: provide additonal information/instruments, if needed Program evaluations due from secondary or primary leaders Review program evaluations {DSeg and NonDSeg) for programs needing extended evaluations Finalize identification of programs needing extended evaluation Notify appropriate staff to prepare Extended Program Evaluations Critical Noncritical % Complete 0% 0% 0% 0% 0% 0% 0% 0% Jul Aug I Sep I I 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Progress h Milestone | Summary Rolled Up  Page 2IO 16 17 Ifi 19 20 21 22 Code PEVAL PEVAL NEEQS NEEDS NEEDS NEEDS NEEDS Project: FY 98 Date: 7/31/96 Name Extended evaluations due Cabinet review extended evaluations for merge into needs assessment report Review types of data to measure needs of district for FY 96-97 Analyze results of the budgeting and planning priorities revealed from the 95-96 Needs Assessment Report Review strategic planning mission statement and goals of the District (and implement) Board identifies District concerns for input from public at Town Hall/District Dialogues Critical Noncritical % Complete 0% 0% 0% 0% 0% 0% 0% 1st Quarter Jul I Aug I Sep 0 2nd Quarter Oct I Nov I Dec I 0 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Progress H Milestone  Summary Rolled Up  Page 3ID 23 24 25 26 27 28 29 Code NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS Project: FY 98 Date: 7/31/96 Name STANFORD 8 TEST DATA STUDY Define purpose and scope for Stanford 8 Test data study Assign responsibilities tor study of Stanford 8 Test data Design data collection plan for study of Stanford Collect and analyze data from Stanford 8 Test (Spring 96 administration) Prepare Stanford 8 Test Report Submit Stanford 8 Test Report for merge info needs assessment Critical Noncritical 1 st Quarter 2nd Quarter % Complete 0% 0% 0% 0% 0% 0% 0% Jul Aug I Sep Oct | Nov | Dec I i 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun I 1 st Quarter Jul I Aug I Sep I 2nd Quarter Oct I Nov I Dec Progress h Milestone H Summary Rolled Up  Page 41st Quarter ID afi Code NEECS Name PRE EDUCATIONAL EQUITY MONITORING REPORTS SURVEY % Complete 0% Jul Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 31 NEEDS Define purpose and scope for PRE Educational Equity Monitoring Reports Study 0% 32 NEEDS Assign responsibilities for PRE Educational Equity Monitoring Reports Study 0% 0 33 NEEDS Analyze data from PRE Educational Equity Monitoring Reports Studies 0% 34 NEEDS Prepare PRE Educational Equity Monitoring findings 0% 35 NEEDS Submit PRE Educational Equity Monitoring Reports Study into needs assessment listing 0% ae NEEDS SCHOOL CLIMATE/HUMAN RELATIONS SURVEY ISC/HRISTUDY 0% Project: FY 98 Date: 7/31/96 Critical Noncritical Progress H Milestone | Summary Rolled Up  Page 51 st Quarter ID 37 38 39 40 41 42 43 44 Code NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS NEECS NEEDS Project: FY 98 Date: 7/31/96 Name Define purpose and scope of SC/HR Survey Assign responsibilities for SC/HR data collections Design data collection plan for study of SC/HR Collect and analyze data from SC/HR Survey Prepare SC/HR Survey Report Submit SC/HR Survey Report for merge info needs assessment PORPORTIONALS ALLOCATION FORMULAS STUDY Define purpose and scope of Proportional Allocation Formulas Critical Noncritical % Complete 0% 0% 0% 0% 0% 0% 0% 0% Jul Aug I Sep B 0 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Progress m Milestone B Summary Rolled Up  Page 6f ID 45 I Code NEEDS Name Assign responsibilities for Proportional Allocation Formulas % Complete 0% 1 st Quarter Jul I Aug I Sep 0 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 46 NEEDS Design data collections plan for Proportional Allocation Formulas 0% 0 47 NEEDS Collect and analyze data for Proportional Allocation Formulas 0% 48 NEEDS Prepare Proportional Allocation Formulas Report 0% 49 5Q 51 52 NEEDS NEEDS NEEDS NEEDS Project: FY 98 Date: 7/31/96 Submit Proportional Allocations Formulas Study Report for merge into needs assessment listing DESEGREGATION MONITORING REPORTS AUDIT FROM PPM Define purpose and scope of Desegregation Monitoring Reports Audit Assign responsibility for data collection of transcripts and Desegregation Monitoring Reports Audit Critical Noncritical 0% 0% 0% 0% Progress h Milestone B I 0 0 Summary Rolled Up  Page 71st Quarter ID 53 54 55 56 57 59 60 Code NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS Project: FY 98 Date: 7/31/96 Name Design data collection plan for study of Desegregation Monitoring Reports Audit Collect data Review with Cabinet and Attorneys Report findings to PRE Merge new obligations with Program Budget Document COURT ORDERS AUDIT Define purpose and scope of Court Orders Audit Assign responsibility for data collection of Court Orders Audit Critical Noncritical % Complete 0% 0% 0% 0% 0% 0% 0% 0% Jul Aug I Sep 0 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter 2nd Quarter Jul I Aug I Sep ~Oct | Nov | Dec Progress h Milestone | Summary Rolled Up  Page 8[ ID 61 I Code NEEDS I Name Collect data % Complete 0% 1st Quarter 2nd Quarter 3rd Quarter Jul I Aug I Sep ~Oct | Nov | Dec ~an | Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 62 NEEDS Review with Cabinet and Attorneys 0% 63 NEEDS Report findings to PRE 0% 64 5 66 67 68 NEEDS NEEDS NEEDS NEEDS NEEDS Project: FY 98 Date: 7/31/96 Merge new obligations with Program Budget Document TOWN HALL MEETINGS Define purpose and scope of Town Hall Meetings Review previous years data from Town Hall Report Review and data collection plan (matrix)forTown Hall Meetings Critical Noncritical 0% 0% 0% 0% 0% Progress  Milestone B 0 0 Summary Rolled Up  Page 9ID 69 Code NEEDS Name 1 st Quarter 70 NEEDS 71 72 73 74 75 76 NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS Project: FY 98 Date: 7/31/96 Set locations and schedule for Town Hall Meeting Develop advertisement plan and schedule for Town Hall Meetings: Prepare sample agenda Execute advertisement plan for Town Hall Meeting I Conduct Town Hall Meeting I Gather feedback data from Town Hall Meeting I for input into matrix Execute advertisement plan for Town Hall Meeting II Conduct Town Hall Meeting II Gather feedback data from Town Hall Meeting II for input into matrix Critical Noncritical % Complete 0% 0% 0% 0% 0% 0% 0% 0% 2nd Quarter 3rd Quarter Jul I Aug I Oct I Nov | Dec Jan | Feb | Mar 0 0 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 1 2nd Quarter Oct I Nov I Dec Progress h Milestone | Summary Rolled Up  Page 10 1ID 77 Code NEEDS Name Execute advertisement plan for Town Hall Meeting III 78 NEEDS Conduct Town Hall Meeting III 79 NEEDS Finalize and publish Town Hall Meeting Report 80 NEEDS Merge findings of Town Hall Meeting Report, 1996-97 into needs assessment listing ai NEEDS 82 NEEDS Define purpose and scope of District Dialogues 83 NEEDS Review previous years data from District Dialogue Report 84 NEEDS Review data collection plan (matrix) for District Dialogues Project: FY 98 Date: 7/31/96 Critical Noncritical I 1st Quarter % Complete 0% 0% 0% 0% 0% 0% 0% 0% Jul Aug I Sep 2nd Quarter Oct I Nov I Dec 0 0 0 0 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec V////////////^^^^^ Progress  Milestone | Summary Rolled Up  Page 11ID 85 Code NEEDS Name Set locations and schedule for District Dialogue Meetings % Complete I Jul 0% 1 st Quarter Au\u0026lt; Sei 0 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan Feb I Mar 4th Quarter 1 st Quarter Apr I May | JurT Jul [ Aug | Sep 2nd Quarter Oct I Nov I Dec 86 NEEDS Develop advertisement plan and schedule for District Dialogues\nprepare sample agenda 0% 0 87 NEEDS Execute advertisement plan for District Dialogue l(Principals) 0% 88 NEEDS Conduct District Dialogue I 0% 89 NEEDS Gather feedback from District Dialogue 1 for input into matrix 0% 90 NEEDS Execute advertisement plan for District Dialogue ll(Asst Principals) 0% 91 NEEDS Conduct District Dialogue II 0% 92 NEEDS Gather feedback data from District Dialogue II for input into matrix 0% _________ t Project. FY 98 Date: 7/31/96 Critical Noncritical Progress H Milestone | Summary Rolled Up  Page 12I ID 93 Code NEEDS Name Execute advertisement plan for District Dialogue lll(Teachers) % Complete 0% 1 st Quarter Jul 2nd Quarter I Aug I Oct I Nov [ Dec 94 NEEDS Conduct District Dialogue III 0% 95 NEEDS Gather feedback data from District Dialogue III for merge into matrix 0% 96 NEEDS Execute advertisement plan for District Dialogue IV(Admin. and Classified) 0% 97 NEEDS Conduct District Dialogue IV 0% 98 NEEDS Gather feedback data from District Dialogue IV for input into matrix 0% 99 NEEDS Execute advertisement plan for District Dialogue V(Transportation) 0% 100 NEEDS Conduct District Dialogue V 0% Project: FY 98 Date: 7/31/96 Critical Noncritical Progress b Milestone H Page 13 3rd Quarter Jan I Feb | Mar Summary Rolled Up Q 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I DecID 101 Code NEEDS Name Gather feedback data from District Dialogue V for input into matrix % Complete 0% 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter 4th Quarter 1st Quarter 2nd Quarter Jan I Feb | Mar Apr | May | Jun~ Jul | Aug | Sep Oct | Nov | Dec 102 NEEDS Finalize and publish District Dialogue Report 1996-97 0% 103 104 105 106 107 108 NEEDS NEEDS NEEDS NEEDS NEEDS NEEDS Project: FY 98 Date: 7/31/96 Merge findings of District Dialogue Report 1996-97 into needs assessment listing Conduct Administrative review of available districtwide reports and objective data Review of available districtwide reports and objective data by Board Publish Draft of Needs Assessment /Report and disseminate to selected persons Publish Needs Assessment Report, 1996-97 Critical Noncritical 0% 0% 0% 0% 0% 0% Progress h Milestone | Page 14 a I Summary Rolled Up 1st Quarter 2nd Quarter ID 109 Code GOALS Name PLANNING AND BUDGET GOALS % Complete 0% Jul Aug I Se^ Oct | Nov | Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec GOALS CABINET PLANNING SESSION 0% 111 GOALS Review 1995-96 Needs Assessment Report 0% 112 GOALS Distribute 1996-97 Needs Assessment Report to Cabinet members 0% 0 113 GOALS Distribute mission statement, goals and written priorities (strategic planning action plans) 0% 114 PDEV 0% Uh PDEV SUBMIT BUSINESS CASE FOR 0% Project: FY 98 Date: 7/31/96 Critical Noncritical Progress  Milestone B Summary Rolled Up  Page 15ID 116 Code PDEV Name Review process for program development % Complete 0% 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 117 PDEV Use extended program evaluations to identify program additions, modifications, deletions 0% 0 118 PDEV Notify appropriate staff to prepare Business Cases on results of extended program evaluations 0% 0 119 PDEV 120 PDEV Review recommendations from district needs assessment report in order to identify additional programs or programs modifications resulting in business case(s)_______________________ Business Cases due 0% 0% 121 PDEV Review of Business Cases by Cabinet 0% 122 PDEV Submit Business Cases for program and/or program modifications to Board of Directors 0% 123 PDEV Review of Business Cases by Board 0% 0 Project: FY 98 Date: 7/31/96 Critical Noncritical Progress H Milestone I Page 16 3rd Quarter Jan I Feb | Mar I 0 I Summary Rolled Up  4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I DecID 124 Code BUDGT Name WQRKSESSIQN 125 BUDGT Determine date and site for Board Retreat 126 BUDGT Identify and establish agenda items for Board Worksession 127 BUDGT Identify materials for Board Worksession 128 BUDGT Distribute materials for Board Worksession 129 BUDGT Conduct data analysis work session in preparation for Board Worksession 130 BUDGT Conduct Board Worksession 131 BUDGT Report outcomes of Board Worksession % Complete 0% 0% 0% 0% 0% 0% 0% 0% Project: FY 98 Date\n7/31/96 Critical Noncritical 1st Quarter Jul I Aug I Sep 2nd Quarter 3rd Quarter Oct I Nov I Dec Jan | Feb | Mar 0 S 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Progress h Milestone | Summary Rolled Up Q Page 17ID 132 Code BUDGT Name % Complete 0% 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 133 BUDGT Develop budget preparation training materials 0% 0 134 BUDGT Conduct budget preparation training sessions and distribute instructions for budget preparation training at all levels 0% a 135 BUDGT Budget managers develop and submit revised 1995-96 expense budget revisions and 1996-97 expense budget requests 0% 136 BUDGT Begin districtwide expense budget consolidation and executive review process 0% V//////////A 137 BUDGT Year to date revenue expenditure analysis 0% 138 139 BUDGT BUDGT Project: FY 98 Date: 7/31/96 Revise financial forecast for coming year Submit proposed budget to Board Critical Noncritical 0% 0% Progress m Milestone | Summary Rolled Up  Page 18 0 IID 140 Code BUDGT Name Conduct Board Work Sessions on proposed budget % Complete 0% 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 141 BUDGT Revise proposed budget, as needed 0% 142 BUDGT Prepare tentative budget 0% 143 BUDGT Board review of tentative budget 0% I 144 BUDGT Conduct Board Work Session on tentative Budget 0% 0 145 BUDGT Account reconciliation and Purchase Order (PO) clean-up 0% 146 BUDGT 147 BUDGT Receipt of state generated revenue numbers (payroll liabilities, adjusted supplemental payroll, last payroll, Carl Perkins, M to M, JTPA, Vocational Ed., Chapters 1 and 2, Compensatory Ed., MFPA, Close-out 1996-97 accounts: adjust physical inventory, (fiscal)federal grants, magnet, state grants, accruals 0% 0% Project: FY 98 Date: 7/31/96 Critical Noncritical Progress - Milestone | Summary Rolled Up  Page 191st Quarter ID 148 Code BUDGT Name Compute ending fund balance % Complete 0% Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter 4th Quarter Jan I Feb | Mar ~Apr | May | Jun 1 st Quarter Jul I Aug I Sep I 149 BUDGT Administrative review of final budget 0% 150 BUDGT Submit final budget to Board 0% 151 BUDGT Board review and adoption of 97-98 final budget 0% 0 152 BUDGT Submit final Budget to Court/Parties 0% 153 BUDGT Submit 97-98 final budget to State 0% 0 154 BUDGT Staffing 0% 155 BUDGT Review/adoption of changes in course offerings by Board 0% Project: FY 98 Date: 7/31/96 Critical Noncritical Progress h Milestone  Summary Rolled Up Q Page 20 2nd Quarter Oct I Nov I Dec1st Quarter ID 156 Code BUDGT Name Meeting with counselors and principals to review courses offerings 1996-97 % Complete 0% Jul Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 157 BUDGT Print secondary course selection sheets 0% 158 BUDGT Counselors meet with students and complete course selection sheets 0% 159 BUDGT Counselors send course selection sheets to receiving schools 0% 0 160 BUDGT Registrars tally course selections 0% 161 BUDGT Review course tallies secondary. Note possible staffing changes based on courses requested 0% 162 BUDGT Identify elementary enrollment (tentative) for 1997-98 0% 163 BUDGT Make determination by subject area (secondary) of possible changes and by projected elementary enrolled 0% Project: FY 98 Date: 7/31/96 Critical Noncritical Progress  Milestone | Summary Rolled Up  Page 211st Quarter ID 164 Code BUDGT Name List known retirements, resignations, and intern positions % Complete 0% Jul Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 165 BUDGT Identify certified personnel for Reduction in Force (RIF), if needed 0% 0 166 BUDGT Notify certified personnel of Reduction in Force (RIF), if needed staff reduction 0% 0 167 BUDGT Recall certified personnel from RIF, if needed 0% 168 BUDGT Notify classified personnel of staff reduction 0% 169 17Q 171 BUDGT BUDGT BUDGT Project\nFY 98 Date: 7/31/96 Recall classified personnel from RIF, if needed PROVIDE BROAD-BASED INTERNAL AND EXTERNAL FEEDBACK Plan for infernal and external feedback. Set locations and dates Critical Noncritical 0% 0% 0% Progress h Milestone  Summary Rolled Up  Page 22ID 172 Code BUDGT Name Execute advertisement for district feedback, Session I % Complete 0% 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 173 BUDGT Conduct District Feedback Session I 0% 174 BUDGT Execute advertisement plan for district feedback. Session II 0% 175 BUDGT Conduct District Feedback Session II 0% 176 BUDGT Execute advertisement for district feedback, Session III 0% 177 BUDGT Conduct district feedback, Session III 0% 178 BUDGT Execure advertisement for district feedback. Session IV 0% 179 BUDGT Conduct district feedback, Session IV 0% Project: FY 98 Date: 7/31/96 Critical Iggggggggggjgggggj^ Noncritical Progress h Milestone | Summary Rolled Up  Page 23ID 180 Code BUDGT Name Execute advertisement for district feedback, Session V % Complete 0% 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 181 BUDGT Conduct district feedback. Session V 0% 182 BUDGT Execute advertisement for district feedback, Session Vl 0% 183 BUDGT Conduct distict feedback. Session VI 0% 184 BUDGT Execute advertisement plan for Town Hall feedback. Session I 0% 185 BUDGT Conduct Town Hall feedback. Session I 0% 186 BUDGT Execute advertisement plan for Town Hall feedback. Session II 0% 187 BUDGT Conduct Town Hall feedback , Session II 0% Project: FY 98 Date: 7/31/96 Critical Noncritical Progress - Milestone I Summary Rolled Up Q Page 241 st Quarter ID 188 Code BUDGT Name Execute advertisement for Town Hall feedback, Session III % Complete 0% Jul Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 189 BUDGT Conduct Town Hall feedback, Session III 0% 190 SPLAN STRATEGIC PLANNING  IMPLEMENTATION OF APPROVED YEAR ONE ACTION PLANS 0% r 191 SPLAN Conduct evaluation for year one 0% 192 SPLAN Identify action plans for year two implementation 0% Igi%ggigggggi%88g%gi8gg%8^^ 193 SPLAN Implement site-based management strategic plan 0% 194 MR MONITORING AND REPORTING OF DESEG 0% Project: FY 98 Date: 7/31/96 DOCUMENT REPORTS (1ST QUARTER: 2ND QUARTER: 3RD QUARTER: 4TH QUARTERI Critical Noncritical Progress - Milestone H Summary Rolled Up  Page 251st Quarter ID 195 Code MR Name Revise written program budget document instructions, as needed % Complete 0% Jul Aug I Sep a 196 MR Plan maintenance education and orientation regarding the program budget document process 0% 197 MR Distribute written program budget document instructions to principals and program managers 0% 0 198 MR Conduct maintenance education workshops and orientation sessions regarding the program budget document process for principals, clerical staff, program managers, primary and secondary leaders 0% 199 MR 1ST QUARTER PROGRAM BUDGET DOCUMENT REPORTS 0% 200 MR Review written program budget document with program managers and principals 0% 201 MR Carryout training sessions on the Program Budget Document 0% 202 MR Send reminder notice regarding deadline for entering 1st Quarter PBD activities 0% Project: FY 98 Date: 7/31/96 Critical Noncritical 2nd Quarter Oct I Nov I Dec 0 I 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec Progress  Milestone  Summary Rolled Up  Page 26ID 203 Code MR Name Last day to enter activities for the 1st Quarter PBD % Complete 0% 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter 1 st Quarter Apr I May | Jun ~Jul | Aug | Sep 2nd Quarter Oct I Nov I Dec 204 MR PRE develops narrative and the Controller provides financial info for the PBD reports 0% 205 MR PRE combines all information for the 1st Quarter Program Budget Report 0% 0 206 MR Submit report to Attorney for review 0% 207 208 209 210 MR MR MR MR Project: FY 98 Date: 7/31/96 Prepare for publication of 1st Quarter Program Budget Document Reports Submit 1 st Quarter Program Budget Document Reports to Court Primary leaders provide feedback to the secondary people regarding achievement reporting in the PBD Critical Noncritical 0% 0% 0% 0% Progress h Milestone | Page 27 I Summary Rolled Up ID 211 Code MR Name Advise program managers and principals on Programs Budget Document % Complete 0% 1st Quarter Jul I Aug I Sep 2nd Quarter 3rd Quarter Oct I Nov I Dec ~Jan | Feb | Mar 212 MR Send reminder notice regarding deadline to enter activities for 2nd Quarter PBD 0% 213 MR Last day to enter activities for the 2nd Quarter PBD 0% I 214 MR PRE revises narrative and the controller provides financial info for Program Budget Document Reports (DSeg and NonDSeg) 0% 0 215 MR PRE combines all revised information for 2nd Quarter Program Budget Document Reports 0% 0 216 MR Submit report to Attorney for review 0% 0 217 MR Prepare publication of 2nd Quarter Program Budget Document Reports 0% 218 MR Submit 2nd Quarter Program Budget Document Reports to Court 0% .. Project: FY 98 Date: 7/31/96 Critical Noncritical Progress H Milestone | Summary Rolled Up  Page 28 4th Quarter Apr I May | Jun 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec ID 219 Code MR Name Primary leaders provide feedback to their secondary people regarding achievement reporting in the PBD % Complete 0% 1 st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 3rd Quarter Jan I Feb | Mar 4th Quarter Apr I May | Jun 1st Quarter Jul I Aug I Sep 2nd Quarter Oct I Nov I Dec 22Q MB 3RD QUARTER PROGRAM BUDGET DOCUMENT REPORTS 0% 221 MR Advise program managers and principals on the Program Budget Document 0% 222 MR Send reminde\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_1356","title":"Proceedings: ''Hearing''","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. District Court (Arkansas: Eastern District)"],"dc_date":["1996-05-31"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["159 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_1387","title":"Proceedings: ''Testimony of Gary Orfield, Ph.D.''","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. District Court (Arkansas: Eastern District)"],"dc_date":["1996-05-30"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. 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Any other use requires permission from the Butler Center."],"dcterms_medium":["legal documents"],"dcterms_extent":["208 pages"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"noa_sohpcr_q-0011","title":"Oral history interview with Dorothy Royster Burwell, May 29, 1996","collection_id":"noa_sohpcr","collection_title":"Oral Histories of the American South: The Civil Rights Movement","dcterms_contributor":["McCoy, James Eddie (James Edward), 1942-","Southern Oral History Program"],"dcterms_spatial":["United States, Virginia, Mecklenburg County, 36.68036, -78.36273","United States, Virginia, Mecklenburg County, Soudan, 36.56292, -78.52056"],"dcterms_creator":["Burwell, Dorothy Royster. 1931-"],"dc_date":["1996-05-29"],"dcterms_description":["At the time of this interview, Dorothy Royster Burwell was living in what was once Soudan, Virginia, on the North Carolina-Virginia border. In this interview, she describes her family history and the displacement of area residents by dam projects. Burwell's community was washed away in the early 1950s by a man-made lake which covered African Americans' homes, shops, cemeteries, and farms. Burwell remembers a vibrant community; today, it is hard to find on the map. This interview shows what a powerful force water is, even under controlled conditions, clearing families from their homes and erasing communities; it also reveals the power of a government that can demand its citizens vacate their homes. Burwell's memory of Soudan helps keep the community alive.","The Civil Rights Digital Library received support from a National Leadership Grant for Libraries awarded to the University of Georgia by the Institute of Museum and Library Services for the aggregation and enhancement of partner metadata."],"dc_format":["text/html","text/xml","audio/mpeg"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":["Forms part of Oral histories of the American South collection."],"dc_right":["http://rightsstatements.org/vocab/InC/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American women--Virginia--Soudan","African Americans--Relocation--Virginia--Soudan","African Americans--Land tenure--Virginia--Soudan","Soudan (Va.)--Social life and customs","Reservoirs--Social aspects--Virginia--Soudan","John H. Kerr Reservoir (Va. and N.C.)"],"dcterms_title":["Oral history interview with Dorothy Royster Burwell, May 29, 1996"],"dcterms_type":["Text","Sound"],"dcterms_provenance":["University of North Carolina at Chapel Hill. Documenting the American South (Project)"],"edm_is_shown_by":null,"edm_is_shown_at":["http://docsouth.unc.edu/sohp/Q-0011/menu.html"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["transcripts","sound recordings","oral histories (literary works)"],"dcterms_extent":["Title from menu page (viewed on Nov. 14, 2008).","Interview participants: Dorothy Royster Burwell, interviewee; Eddie McCoy, interviewer.","Duration: 00:46:44.","This electronic edition is part of the UNC-Chapel Hill digital library, Documenting the American South. It is a part of the collection Oral histories of the American South.","Text encoded by Jennifer Joyner. Sound recordings digitized by Aaron Smithers."],"dlg_subject_personal":["Burwell, Dorothy Royster, 1931-"],"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_263","title":"Business Cases for Tentative Budget, FY 1996-97","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":["1996-05-28"],"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--Finance","Educational law and legislation","Educational planning","School management and organization"],"dcterms_title":["Business Cases for Tentative Budget, FY 1996-97"],"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/263"],"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\nLITTLE ROCK SCHOOL DISTRICT Planning, Research and Evaluation BUSINESS CASES FOR TENTATIVE BUDGET L FY 1996-97 May 28, 1996BUSINESS CASES . ADMINISTRATIVE ANNEX RELOCATION . ADMINISTRATIVE REORGANIZATION . ADULT EDUCATION RELOCATION . CONSOLIDATION OF ADMINISTRATIVE FUNCTIONS-HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS LRSD FOUR-YEAR OLD PROGRAM . EXPANSION OF THE ALTERNATIVE SCHOOL TO INCLUDE HIGH SCHOOL . INSTRUCTIONAL RESOURCE CENTER RELOCATED TO ISH ELEMENTARY SCHOOL . OUTSOURCING COURIER SERVICES . OUTSOURCING SPECIAL NEEDS TRANSPORTATION . STAGGERED STARTING TIMES . STUDENT ASSIGNMENT RELOCATION . TRUANCY REDUCTIONBUSINESS CASE ADMINISTRATIVE ANNEX RELOCATION aI I i I I BUSINESS CASE: ADMINISTRATION ANNEX RELOCATION 1 BACKGROUND: The Administration Annex houses various support activities of the Little Rock School District. BACKGROUND: located approximately two (2) Building at 100 South Arch Street. facility with no parking and The building is blocks from the Administration no It is a 26,273 square foot appears to be a renovated warehouse. excess acreage. The facility It is four (4) stories with no windows and approximately 60 to 70 percent utilized and the fourth floor is entirely used for storage. The facility presents a drab appearance due to the lack of natural light. two (2) blocks from the Administration Building is not germane to the operation of this facility. The location that do not It consists of independent offices require daily contact with other administrative functions in the Administration Building and can therefore be considered for relocation should space become available. In 1980, the Little Rock School District Board of Education excessed this building and deemed it not necessary for School District operations\nhowever, the building has been in constant use since that time. The building has not been sold but may be considered for sale at anytime. The personnel of the Administration Annex would be considered prime candidates to be relocated to any school within the Little Rock School District that might be considered for closure providing that it has sufficient square footage to meet their needs. Their functions can operate quite effectively from anywhere within the District. 2. PROBLEM DEFINITION: should include relocations. The problem is to consider whether we the personnel from the Annex in any current 3 Basically, we have two (2) alternatives: 1) Leave the personnel at the Annex Building where they are presently located until such time as a better facility could be found or a long range plan comnlied or 2) consider ANALYSIS OF ALTERNATIVES: complied relocating them with personnel to be relocated during the summer of 1996 . ALTERNATIVE NUMBER ONE - LEAVE THE PERSONNEL AT THE ANNEX: Leaving the personnel in the Annex Building seems a prudent move at this point in time. with their surroundings. They are fully operational and appear to be content Although it is not the most attractive or most operational building within the district. office needs of the personnel that are located there. it does meet the ALTERNATIVE TWO BUILDING: CONSIDER RELOCATING THE PERSONNEL IN THE ANNEX Relocating the personnel from the Annex at this point may be extremely difficult. The relocation of the Instructional Resource Center from Sixth and Ringo to the Ish Building will be extremely tight and there is no space left in Ish for any other functions. Resource Center. other than those associated with the Instructional While the possibility of additional space may be available at Oakhurst Elementary School with the movement of AdultEducation from Eastside, the amount of space needed has not been determined. Should additional space become available at that school, it is conceivable that smaller offices from the Annex could be relocated. However, which has over fifty building. a primary concern is Special Education (50) people and occupies most of that This is a function that requires direct public access and must be in a location that is readily accessible to meet the publics needs. While Oakhurst may be considered as a possible location, the size of the building will not permit Adult Education and Special Education to occupy the building at the same time. 4. It is recommended that the Annex Building not be considered for relocation at this time. RECOMMENDATION\navailable within the Little As schools become Rock School District, careful consideration could then be given to relocating the personnel in the Annex to a better location. 5. OBJECTIVE\nThe objective of this recommendation is to leave things relatively status quo and to limit the disruption to the Little Rock School District because of the moves that have already been planned for this summer. It could be considered a positive move if a school building is vacated within the District. Most assuredly, being in a building with one or two levels, adequate parking and natural light would be a better situation than they are presently in. 6. The movement of any organization is expected to have a limited negative impact due to the disruption of services IMPACT ANALYSIS\nuntil they are fully restored at their required operational level. The personnel in the Annex are all tied in some way to the Desegregation Plan\nhowever, their physical location fosters. detracts from the Desegregation Plan. nor 7 . RESOURCE ANALYSIS\nThere will. of course. be a relocation impact on the staff, but, it would appear that bettering the office situation of these people would result in a more positive attitude and better operational surroundings. With regard to general District resources, it is conceivable that the Annex could possibly be sold but this can not be determined until a market analysis is completely made. At the present time, the vacancy rate in downtown Little Rock is between eight (8) and twelve (12) percent\nwarehouse space is slightly lower. There is a possibility that the Annex could be sold as general warehouse space to a downtown agency. 8 . FORCE FIELD ANALYSIS\nThe force field analysis has not been done because we have not seriously considered relocating this facility\ntherefore, the aspects of personnel who may be in favor, or against, this move have not been determined.9. GENERAL IMPLEMENTATION\nIt would be recommended that the Annex personnel stay where they are presently located for the time being, and that no consideration be made to move them during the summer of 1996. When, and if. a facility plan is put together for administrative buildings and administrative offices, that the annex personnel be considered for relocation as space becomes identified. dee/apl/bcaseaarBUSINESS CASE ADMINISTRATIVE REORGANIZATIONBUSINESS CASE ADMINISTRATIVE REORGANIZATION Executive Summary It is often voiced that the Little Rock School District (LRSD) is over staffed with administrators. While the reality does not match the perception that the LRSD is too heavy with administrators, proposed in part a new management plan is being to change that perception. The new management plan combines a reduction in administrators with a new organizational structure. The new structure will place instructional resource teams directly under the superintendents. supervision of the assistant These teams will be composed in large part by the current staff of the curricular support personnel assigned to the IRC. be split and utilized resource teams. The staff development department will as members of these instructional This structure will allow the reduction of some positions while ensuring accountability for needed curricular support. The assistant superintendents will use the instructional resource teams which they supervise to provide technical assistance to weaker teachers and principals who need special help for remediation of performance deficiencies. The current organizational structure makes it harder to direct specific support to teachers and principals because each subject area supervisor or director curricular area can work autonomously. Rather than the currently independent departments, the membership of instructional resource teams will work in concert with one another under the direction of an assistant superintendent on specific problems. The members of the teams will still be utilized as the experts in their field implementation. for While curriculum development there will be a reduction and in personnel, the new structure will provide a more coordinated focus on the technical support provided by the District. Additionally, there will be a recommendation to reduce assistant principal positions in the elementary schools with fewer than 500 students. State standards do not require an assistant principal in schools of fewer than 500 students. 1must be emphasized that in_ this case may not be possible to implement fully in the ]_ggg_97 school year. Nonetheless, the proposed structure should be put into place to the extent possible while full implementation by the start of the It business transitioning to 1997-98 school year. BACKGROUND the recommendations The LRSD is facing a budget deficit for 1996-97 if expenses By far the largest part of the LRSD budget Without a reduction of are not reduced. is expended for personnel costs, those costs it becomes significantly difficult to It has been expressed many costs becomes more difficult balance the 1996-97 budget. well as the Board of Directors that times by the court as any cuts should be as far away from the students as that cuts must be made. possible. Everyone agrees school district which focuses its attention. In a resources and activities on the education of those students, it is very difficult to make any cut which will not impact students. Therefore, everyone becomes parochial. The sentiment is cut programs or benefits\njust don't cut mine. When elementary music teachers. counselors, incentive school staff. nurses. HIPPY coordinators. GT teachers. a GT coordinator. school closings. return to a six period day. extra staffing at new futures schools. partial funding of community education. or a reduction of administrator. and teacher contracts were proposed as budget clerical, _ - cutting strategies, they were all considered to be too close to the students. It has been voiced that reducing teachers' or staffs' pay and/or benefits would affect the morale of therefore, it is too close to the students. the employees\nNevertheless, budget reductions must be made if the District's budget is balanced for 1996-97. PROBLEM DEFINITION The central problem to be addressed is the selection of services, or positions which, if appropriate programs. eiunnwucu, or reorganized significantly offset the deficit faced by the District negative impact on the students. Additionally, perception that the District is top heavy or with administrators must be addressed. !' eliminated reduced. will little the over staffed It is a perception which is common to virtually all public institutions undergoing financial crisis and is not necessarily accurate. However, it cannot be ignored if the public is expected to all has been done to remedy the budgetary is believe that -- problems before their children are directly impacted. 2ANALYSIS OF ALTERNATIVES There are several ways that the problem could be addressed. Different combinations can be made including combinations of the non school based administrators and their support staff as well as school based administrators. 1. State standards call for schools having over 500 students to have a part time specialist. schools have Currently, assistant assistant principal ten (10) of or curriculum our enrollments are less than schools, magnet schools. principals 500. Of two (2) are incentive schools, Those four (4) although elementary these ten their (10) and two (2) are non-area schools would take approval from the MRC and/or the court to reduce. While it is possible to make the reductions. their removal would have some immediate impact on the building level administrative services. reduction of the positions. Rather than the complete one alternative would be to reduce the staffing level by having one half r I assistant principal in those six schools school year. time for the 1996-97 2. The current development organizational structure of and instructional supervisors the i can staff be reorganized and reduced by the creation of instructional resource superintendent for teams which answer directly to the assistant secondary schools and the two assistant superintendents for elementary schools. ) (2) These teams would be comprised of some of the staff development personnel and some of the curricular support personnel. These teams would work directly for the superintendent to whom they would be assigned. assistant This will give greater focus to the specific problems which the assistant superintendents encounter teachers in their division. with principals or At the present time the focus on problems and remediation is disjointed. all of the employees may be diligently working. efforts do not always appear to be coordinated. While the This type of structure can allow a reduction in positions while possibly increasing the focus and effectiveness of the remaining staff. 3. The student assignment component of the Associate Superintendent for Desegregation could be removed from his/her responsibilities. The student assignment function would be totally under the responsibility of the Director of Desegregation Student Assignments. Compliance Officer A new would position replace of the 3associate superintendent position and report directly to the Superintendent of Schools. That position would have responsibility for ensuring that the district meets all of its desegregation requirements. 4. In support functions other than curricular support and staff development, it is possible to reduce some department directors and staff by the combining of some departments' functions under different directors. The Planning Research and Evaluation Department could be dismantled with different functions going to different departments. There are six and a director assigned to the department. (6) evaluation specialists the specialists Department as a could go research to the Information Three (3) of Services component. Two of the specialists could work for the Desegregation Compliance Officer. They would have full time responsibilities for the monitoring of and compliance desegregation responsibilities. with This the district's would possibly allow the reduction of one director and one specialist. 5. Two of the transportation positions could be eliminated. Now that the successful, required. outsourcing implementation has been less direct daily coordination activities are During the first year of the contract, the contracted responsibilities have been well established. The remaining special education transportation responsibilities which the district retained have been very closely scrutinized and can be implemented by fewer staff members. Exploration of outsourcing the remaining transportation requirements could make this moot. If the special education transportation functions are retained, the router position can be eliminated because Laidlaw has assumed this function. eliminated. also. One supervisor position could be 6. Funding for Special Assistant to the Superintendent could be moved to the New Futures budget from the operating fund. department activities. The Special Assistant has worked closely with that through This all shift of in the strategic planning funding could reduce the operating fund and be absorbed by the current funding for New Futures. 7. The assistant superintendent position which was planned to oversee the curricular departments was never filled. This position was a part of the budget planning process for this year and was administrative reductions to be funded by part contained in this of the budget. year's That position should be changed to an associate 4superintendent position which superintendents and coordinates supervises the the services and curricular personnel. remaining assistant f student 8. The resignation of the Manager of Support Services will create a vacancy. Moving the Manager of Financial Services to the support services position would allow the elimination of one manager level position. However, it must be recognized that it is not practical to assume that the Manager of Financial Services can perform all of the duties of two positions. A lower pay grade financial/budget position will be needed if the manager level position is eliminated. 9. The Director of Labor Relations position could be filled with an attorney. staff attorney without This would have the effect of hiring a the creation of a attorney position. Relations (DLR) Currently the Director new of staff Labor is called upon to coordinate and answer most of the EEOC complaints which are filed. Unless there is an active lawsuit involving the complainant, the DLR completely handles the District's case. The DLR also handles all complaints filed with the Office of Civil Rights (OCR). These areas might be more appropriately handled by a staff attorney without the expense of using an outside attorney or the District's law firm. Many other routine legal matters could be handled internally without the extra duties of the DLR expense of outside counsel. such as grievance arbitration could contract negotiations lilcewise be staff attorney. Other 1 and assumed by a This organizational change could provide greater legal coverage for the District at no additional expense. Without question there could be additional alternatives. There are as many possible variations of an organizational plan as there are people who consider the components. The alternatives presented in this business case are possible to implement and address functional and financial considerations. RECOMMENDATIONS Each of the recommendations presented would streamline the administrative functions of the District and would reduce administrative costs. 1. It is at all recommended that the assistant principal position six (6) of projected enrollments the of area less elementary schools than 500 students with be 1 I. I, 5 Areduced by one half. If the Board elects to reduce the other positions, the two (2) magnet elementary with fewer than 500 students would have to be presented to the MRC for consideration. The court would also have to similar reductions incentive schools. at the two (2) similarly Because the District would approve situated recover approximately thirty percent (30%) the salary saved by the reduction in magnet schools, savings which would come to the LRSD. there is little actual The amount of the savings would need to be great enough to offset the possible negative public relations that the reduction could cause. A reduction of the positions situated approval. in the incentive schools which assistant principal are would almost certainly have to have similarly court Additionally, the District would still have to double fund the schools and little real savings would be produced without the elimination double fund the schools. of the obligation to is to reduce by one Therefore, the recommendation half the positions in the six area elementary schools. assistant principal 2. It is recommended that school established to work under the direct resource teams be assistant comprised of superintendents. supervision of the These teams would be some of the current staff Development Department and specialists from the Staff from Reductions the in current administrative include one staff development position. support IRC. would would be reassigned as possible throughout the Current staff school 1996-97 year. The target should be to have complete implementation by the start of the 1997-98 school year. 3. It IS recommended that a new Desegregation Compliance Officer position be created to replace the position .of Associate Superintendent evaluation Evaluation specialists Department for Desegregation. Two (2) from the Planning Research and would be assigned to the Desegregation Compliance Officer to monitor desegregation compliance. research Department. Two (2) positions from PRE would go to the component of the Information Services the target Using the 1996-97 school year as transition. director's should position be the elimination along with one of (1) the PRE specialist position before the start of the 1997-98 school year. 4. It is recommended that two transportation positions be eliminated. It is recommended that the transportation router position be eliminated if the special education transportation function is not outsourced because Laidlaw has picked up that responsibility. Additionally, one 6supervisor position would be eliminated, covered in another business case. Outsourcing is 5. It IS recommended that Superintendent's position be moved the Special Assistant to the budget to the New Futures Department budget. from the operating 6. It is recommended that a new associate superintendent position be filled to have responsibilities supervising the student side of the District. I the assistant superintendent This position replaces current year which was never position filled. funded for the This would not significantly impact the budgeted cost because the funds for the position are in the current year budget. It obviously impacts the real cost because nothing was spent for the position because it was never filled. 7. The Manager of Support Services vacancy would be filled by moving the Manager of Financial position, position. Then would the Manager be replaced financial/budget services position. of by Services Financial to that 8. The Director of Labor Relations a lower Services grade replaced with position should be i. a staff attorney position. staff attorney could be hired without A gualified amount currently budgeted for the increasing DLR Secretarial support for the position would existing staff. OBJECTIVE the position. come from y These recommendations have two (2) primary objectives. One is to reduce expenditures for administrative positions and administrative support positions. The other IS to more efficiently structure the organization of functions to supply focused support. administrative directly to strategy nine (9) This objective ties will develop and implement plans in the Strategic Plan, \"We I' to establish financial stability district.\" and achieve the strategic objectives of the It also addresses the perception that the administration is top heavy. The elimination of director level positions and the complete restructuring of the IRC as well as the absorption of the functions of PRE by other departments should help remedy that perception. IMPACT ANALYSIS 7Implementation of the building level administrative recommendations will support by reduction of six assistant principal positions. the impact the possible District successfully operates other schools Because the which have similar numbers of students without an assistant principal, it must be assumed that the schools impacted by this recommendation can be successfully administered, too. The reduction of support positions at the IRC will impact of curriculum development and support which is the level possible\nhowever, the restructuring of the remaining core of into instructional resource teams directly supervised by the assistant superintendents should result in people more focused support. It is quite possible District can do more with less in this area. that the The separation of the student assignment functions which are under the current position of Associate Superintendent for Desegregation is possible by assigning them to the Director of Student Assignment. The desegregation functions would fall under a new Desegregation Compliance Officer position. Assigning two (2) specialists from PRE to the Compliance Officer will help ensure that there is continual monitoring of the District's compliance with all of its desegregation obligations. This should be a positive impact. It may be possible to fill this position at a lesser paid level than This should be a positive impact. an associate superintendent. The absorption of three (3) of the PRE evaluation specialist positions to Information Services will assure greater focus of their research capabilities. Because much of this is Because much of this done through computer technology this should have a positive impact on both Information Services and research opportunities. All of the PRE functions would be absorbed in such a manner as to concentrate the strengths of PRE into the departments with which they are most closely aligned. It may not be possible to complete this transition immediately because of employees already in place. It should have both a positive financial and operational impact when fully implemented. The elimination of the two transportation positions should not negatively impact the services delivered. District has operated for one year transportation requirements outsourced, with Now that the most of its for a top heavy transportation department. there is less need All of the essential functions can be covered by existing staff. If there are no major surprises, this department may need to be 8T evaluated for additional reductions in the 1997-98 school year. The New Futures Department has worked in concert with the Special Assistant to strategic planning the Superintendent throughout process. Because of the the close relationship of similar activities shared by them, there is a natural tie that has evolved. recommendation, the costs of the By implementing this Special position can be removed from the operating budget. Assistant's FINANCIAL ANALYSIS The reduction of the assistant principal salaries results in the LRSD share of the costs being approximately $160,000. This amount does not include the two incentive school and two magnet school assistant principals. The school resource team concept would save approximately $180,000. Realistically, the savings would be somewhat less for next year because it might not be possible to reassign all of the people who are currently under contract. The potential savings is very possible for subsequent years, and some possible. significant savings in the first year are still The abolishment of the Truancy Reduction Center saves approximately $55,000 and is covered in a separate business case. The reassignment of the functions of PRE will save approximately $154,000 annually when fully implemented. The savings from the reduction of administrative staff would be approximately $67,500. transportation's Replacing the Manager of Support Services and eliminating the Manager of Financial Services saves $85,000. approximately This would be partially offset by the addition of a lower grade financial/budget services position. It is probably realistic to expect that at least $30,000 would be a net savings. The replacement of the Director of Labor Relations position I J with a budget. staff attorney would not have any impact on the I Because there are contractual obligations in place for some of the positions covered by this reorganization it IS difficult to establish with any degree of certainty what the 9 Aactual However, savings would be for the 1996-97 school if implemented fully by the 1997-98, year. will be in excess of $500,000. the savings FORCE FIELD ANALYSIS As was indicated in the first part of the business case. most of the groups will agree with most of the proposed reductions\nreductions however, it is likely that all of the proposed impacted by them. will be opposed by the groups most directly The patrons and possibly the staffs of all of the schools which have their assistant principals reduced by one half will be the groups most opposed to that reduction. There will likely be questions regarding the creation of Desegregation Compliance Officer position. However, a a compliance officer position with permanent monitors should be indicative implementation responsibilities. of and the District's commitment to the monitoring of its desegregation The realigned IRC staff would lose a great deal of their independence and others could be reassigned to classroom teaching positions. and more coordinated responsibilities. Although there could be greater focus it is likely that there will be resistance mustered by the effected people. The Transportation Department reductions should meet with general approval. It is resistance to the recommendation. unlikely there would be any The change of the funding source for the Special Assistant to the Superintendent should not be controversial. The Support Services reduction should not controversy. cause any real IMPLEMENTATION PLAN Notice must be provided to all of the employees whose contracts would have changes in the terms and conditions by the legal deadlines. deadline has already passed. For the certified personnel the May 1 For classified (non-certified) personnel, the deadline is thirty (30) days before their next contract would begin. Even though the certified deadline has passed, it is still possible to transfer and/or absorb personnel by using them to fill vacant positions. 10 JThe changes would be implemented by transition so that as many as possible are in place for the start of the 1996-97 school year. Other changes would be made during the 1996-97 school year and would be completed prior to the start of the 1997-98 school year. I 11LRSD Associate Supt Gadberry I Superintendent Williams Organizational Chart DRAFT May 22, 1996 Asst. Supt -Elem Gremillion Asst SufA - Elem Mitchell Instructional Resource Team * Instructional Resource Team  Elem Principals Elem Principals Early Childhood Price Student Hearing Watson Staff Attorney Director Staff Dev \u0026amp; Curriculum Ingram Asst Supt - Sec Anderson Director Exceptional Children Kohler Instructional Resource Team.* Director Pupil Services Elston Sec Principals Adult Ed Martin Athletics Alt Learning Center Marshaleck Director New Futures Young Director Security Jones Director Federal Programs Adams Director lidbrmation Services (Teclmology \u0026amp; Research) Beason Desegregation Compliance Director Student Assignment Acre Director Communications Vann Director VIPS Milam Manager Support Services Milhollen J Director Food Service McCoy Director Plant Services Eaton Director Transportation Cheatham Dirctor Procurement Neal Director Human Resources Hurley The Instructional Resource Teams are comprised of IRC and Staff Development staff who will now report directly to one of the Assistant Superintendents.BUSINESS CASE ADULT EDUCATION RELOCATION1. BUSINESS CASE: ADULT EDUCATION RELOCATION BACKGROUND - The Adult Education Program is presently located at Eastside Junior High School on Scott Street. It has been in that location for a number of years. In 1983, the Little Rock School District excessed that property and deemed it sellable. Although this has not been actively pursued, recent interest has indicated that some agency may be preparing an offer to secure that property\ntherefore, consideration should be given to relocate the Adult Education Program. Consideration has been given over the years, and was approved by the Board in 1995, to relocate Adult Education and to proceed with the selling of Eastside. While Eastside Junior High School may be adequate at the present time to meet the needs of Adult Education, future educational programs have yet to be determined and therefore their impact on the building can not be ascertained at this time. Current requirements regarding maintenance are high and the necessity to eventually adapt it to ADA standards, to meet the needs of our disabled adult students, must be considered this next year. 2. PROBLEM DEFINITION The problem that we are facing is the consideration of relocating Adult Education to a facility which better meets their needs and capitalizes on vacant space within the Little Rock School District. 3 . ANALYSIS OF ALTERNATIVES alternatives available to consider: Essentially, there are three (3) in the current facility. 1) Allow the agency to remain While this is a viable alternative, the backlog of maintenance and repair for that facility and the necessity to determine new work regarding Americans with disabilities and the remote possibility of expanded programs must be taken into consideration. 2) undetermined, academic ie: Adult Educations requirements Relocate the facility yet are essentially administrative and classroom space\ntherefore, the relocation into a school would be considered most appropriate. A primary concern would be the location of that school and the ease with which that school can meet the needs of the adults that it serves. Consideration could be given to considering Adult Education relocation into facilities if facilities close due to the implementation of any long range planning. existing vacant facilities. 3) Relocate into School District has one At the present time, the Little Rock facility which is vacant, Oakhurst Elementary School (Ish Elementary School has been identified as the new home for the Instructional Resource Center). On the surface. Oakhurst may appear to be a building that is not in much better shape than Eastside, but it does possess a more centralized location, has the capability of being more readily adapted for ADA standards and appears to meet the general requirements of the Adult Education Program. In addition. it would assist in vacating Eastside and would allow us to proceed with a more aggressive plan to sell that property. IWhile two of the alternatives deal with relocations, the only advantage to alternative three is the fact that it is a move that could possibly occur during the summer of 1996 due to the vacancy of Oakhurst Elementary School. 4. RECOMMENDATION It is recommended that serious consideration be given to relocating Adult Education into Oakhurst Elementary School. 5. OBJECTIVE - The objective of this recommendation is purely one of financial initiatives. It is expected that the operating cost of Adult Education and Oakhurst will not be appreciably different from that at Eastside. Additionally, certain renovations will have to be made to Oakhurst to make the facility adaptable for the Adult Education Program and to improve certain structural elements of the building so as to insure the safety and comfort of its inhabitants. However, it will assist the Districts financial planning through the disposal of excess property which is not deemed necessary for It should be noted that Eastside also its operational needs. houses the HIPPY Program and the Truancy Center. Each of these are being considered separately for moves within the Little Rock School District and as of this point in time, final destinations for those programs have not been identified, made. But, considerations are being 6. Adult IMPACT ANALYSIS - The most concern should be the impact on the Education Program. Preliminary discussions with the Supervisor and staff indicate that the general location of the facility will meet their needs. until 10:00 at night. Bus transportation, operating is within two (2) blocks of the facility. Adequate parking is available and the classrooms are of sufficient size to accommodate all academic programs. The area is more residential and appears to be more settled than that of the present location. Discussions with the Director indicate that the program can be relocated easily into Oakhurst Elementary School. The Adult Education Program services a wide range of people throughout the Little Rock area and it is not considered a major element of the Districts desegregation plan and should not require any coordination with parties regarding change elements of the plan. The writer knows of no Court Orders that outline any stipulations with regard to Adult Education and, in general, it is not felt that undue risks are being taken in relocating this program. I I 1 7. RESOURCE ANALYSIS There will, of course. be a relocation I impact on the staff of the facility, but it appears that most personnel drive to this facility so therefore transportation is not deemed a detriment. Other than the fact that people may be resistant to move, it is felt that the facility will meet the needs of the personnel running the program. operate at the same approximate cost as Eastside. Financially, Oakhurst will While Oakhurst will not be completely filled by the Adult Education Program, consideration is being given to moving other agencies into the building which will maximize the facility and bring the per capita cost down. I 1 I I.FORCE FIELD ANALYSIS 8. - At the present time, preliminary indications are that some members of the faculty are opposed to the move while others support it. The general relocation into a facility with which the staff will have the opportunity to input their needs into minor renovations at the building will hopefully go far in easing the burden of relocating this program. 9. GENERAL IMPLEMENTATION It is expected that Adult Education could be moved during the month of June 1996. Preliminary planning has already begun. Floor layouts are being drafted at this time, communication plans and surveys are being taken, the building has been assessed for repairs and construction, and instructions will soon be given to the staff on packing and relocating. dce/apl/bcaseaepBUSINESS CASE CONSOLIDATION OF ADMINISTRATIVE FUNCTIONS - HOME INSTRUCTION PROGRAM FOR PRESCHOOL YOUNGSTERS LRSD FOUR-YEAR OLD PROGRAMLITTLE ROCK SCHOOL DISTRICT CONSOLIDATION OF ADMINISTRATIVE FUNCTIONS Home Instruction Program for Preschool Youngsters LRSD Four-Year Old Program April 19, 1996 EXECUTIVE SUMMARY The Little Rock School District (LRSD) provides educational services for four-year old children through the Home Instruction Program for Preschool Youngsters (HIPPY) and the school based Four-Year Old Program. Each program operates as a desegregation strategy. HIPPY is a home based developmentally appropriate intervention program which recognizes the mother as the first significant teacher of the child. HIPPY assists mothers in preparing their children to be ready for kindergarten. The LRSD Four-Year Old Program provides school based instruction delivered by certified teachers. The classes are located at schools that have been difficult to segregate. The students are prepared to enter kindergarten. During this time of financial crisis all budget reduction strategies must be reviewed. Savings can be realized by consolidating the administrative functions of the Home Instruction Program for Preschool Youngsters and the Little Rock School District Four-Year Old Program. The estimated savings could be $23,720.76 or $57,056.58 depending on the option selected.A. BACKGROUND The Little Rock School District (LRSD) provides educational services for four-year old children through the Home Instruction Program for Preschool Youngsters (HIPPY) and the school based Four-Year Old program. Each program operates a desegregation strategy. as HIPPY is a home based developmentally appropriate intervention program which recognizes the mother as the first significant teacher of the child. HIPPY assists mothers in preparing their children to be ready for kindergarten. The LRSD Four-Year old program provides school based instruction delivered by certified teachers. The classes are located at school that have been difficult to segregate. The students are prepared to enter kindergarten. B. PROBLEM DEFINITION There is a need to reduce spending within the Little Rock School District. Therefore, some programs have been identified for possible merger. HIPPY and the LRSD Four-Year Old program were reviewed to determine if the administrative functions could be combined for cost savings and management efficiency. C. ANALYSIS OF ALTERNATIVES The District must now decide if it will continue the of the LRSD Four-Year Old Program and HIPPY. The alternatives at this time are: separate management functions 1. Make no changes The current management cost for the LRSD Four-Year Old Prosram i 'I'lz 'tl\n____  ,1 . . , - o -- vwou iMi uic L^ixoLj rour-iear uia rrogram is $70,335.82. This amount is the total salary cost for one (1) coordinator. No secretaiy is assigned to this department. \" L ___ i desegregation budget. (See attached reorganization chart for details.) This cost is charged to the The current management cost for HIPPY is $99,797. Because of budget reductions for the 1995-96 school year, the two coordinator positions which total $48,441.52 are currently funded through Federal Programs. The remaining $51,355.86, which is part of the desegregation budget, supports one (1) supervisor at $31,313.15 and one (1) secretary at $20,042.71. (See organizational chart for details.) currently funded through Federal Programs. 1 A2. Consolidate Administrative Functions a. Assign the Early Childhood Coordinator the administrative responsibilities for HIPPY and the LRSD Four-Year Old Program. In order to maintain HIPPY at its current level of servicing 249 families, the Early Childhood Coordinator may need to supervise 4 home visitors m addition to assuming the administrative duties. ESTIMATED SAVINGS: HIPPY Supervisor (1.0) less HIPPY training cost for Early Childhood Coordinator $24,220.76 500.00 $23,720.76 b. Assign HIPPY supervisor the administrative responsibilities for the LRSD Four-Year Old Program and HIPPY. The Early Childhood Education Coordinator position requires an Arkansas teachers certificate, K-6 and a masters degree. The current HIPPY supervisor does not hold an Arkansas teachers certificate. An Arkansas teachers certificate is not required to occupy the HIPPY supervisor position. The current HIPPY supervisor would need to obtain an Arkansas teacher s certificate and a masters degree. Since responsibilities would include supervision of the Kindergarten program. Early Prevention of School Failure (EPSF) training would be HIPPY supervisor. required for the current ESTIMATED SAVINGS: Early Childhood Coordinator less training cost for ESPF $73,335.82 350.00 $72,985.82 This does not appear to be a viable option at this time. c. Reassign Early Childhood Coordinator to an elementary school Reassign HIPPY Supervisor to a HIPPY Coordinator position. Hire a person to supervise HIPPY and Four- Year Old Program at a lesser salary. principal position. 2 ID. A number of elementary principalship vacancies occur each year. Since the current Early Childhood Coordinator has served as a principal, consideration could be given to reassigning the coordinator to an elementary principalship. The District could hire a person with less administrative experience at a lesser salary. ESTIMATED SAVINGS\n(1) Early Childhood Coordinator less salary for new coordinator at lower rate of pay less cost for HIPPY and EPSF training (2) HIPPY Supervisor (1.0) OBJECTIVES $73,335.82 40,000,00 (estimate) 33,335.82 850.00 $32,485.82 $24,220.76 $57,056.58 The objective of the business case is to identify means to reduce spending with the Little Rock School District. A merging of HIPPY and the Four-Year Old Program will save the District money during the current financial crisis. EVALUATION CRITERIA The merger of the HIPPY and Four-Year Old Program administrative functionswill be determined a success if actual expenses are reduced and service of both programs are maintained at the current level. EXPECTED BENEFITS The Districts financial condition will improve and greater administrative efficiency will be evident. E. IMPACT ANALYSIS No modification of the Desegregation Plan would be required. Some persons may believe that the administrative functions of the two programs are to broad for one person to manage effectively. 3 AF. The District can reap the two programs. some savings from combining the administration functions of RESOURCE ANALYSIS a. Assign Early Childhood Coordinator as manager of both programs ESTIMATED SAVINGS: HIPPY Supervisor position less HIPPY training cost for Early Childhood Coordinator $24,220.76 500,00 $23,720.76 b. Assign HIPPY Supervisor as manager of both programs ESTIMATED SAVINGS\nEarly Childhood Coordinator position less training cost for EPSF $73,335.82 350.00 $72,985.82 c. This does not appear to be a viable option at this time. Reassign HIPPY Supervisor and Early Childhood Coordinator - Hire person to manage both programs at a lesser salary. ESTIMATED SAVINGS: (1) Early Childhood Coordinator $73,335.82 less salary for new coordinator at lower pay rate 40,000.00 (estimate) less cost for HIPPY training and EPSF training $33,335.82 850.00 $32,485.82 (2) HIPPY Supervisor position $24,220.76 $56,706.58 4G. FORCE FIELD ANALYSIS The primary supporters of a merger of HIPPY and the Four-Year Old Program will be persons who believe the District has too many administrators and that the District can \"streamline\" its operations and become more efficient. The primary detractors will be persons who believe that the uniqueness and  * ---- *\" wiiiuuvil VOO t 11 I complexity of HIPPY and the Four-Year Old Program requires the attention of an administration assigned exclusively to each program. GENERAL IMPLEMENTATION ACTIVITIES ACTIVITY COMPLETION DATE RESPONSIBLE PERSON 1. 2. Identify administrative option Make reassignments 05/23/96 Superintendent/ Board of Directors 3. Identify appropriate inservice needs 07/01/96 05/23/96 I 5 T Director of Human Resources Director of Staff Development iLCOORDINATOR OF EARLY CHILDHOOD EDUCATION RESPONSIBILITIES j! ' 5u--^L n r/- r J \"I 'atiJFA'J:\n' r b iW:I^ aS^'. .'^J Bi Li 9 f ?i' @9iCS9^ t't I I, 1 *,'  '^Ar?S\n^fl-il. \\pipil\" .......... .... r I #'\u0026gt;=) f-1\u0026gt; .^Qj 'ISs t*\ni SUPERVISOR OF HIPPY PROGRAM ei'=^ |p. 'J  4' w 8W'^ aria eisi t.v 7/ Mi ' X^4 r' '1 J\u0026gt;'A\u0026lt; .  r '7 ijg) ? \u0026gt;7^ n, i !\n,'.,iz5igfft43 PM f \u0026gt; 1 veS \u0026gt;........... *' \u0026lt;? uZ/rl SiW gBUSINESS CASE EXPANSION OF THE ALTERNATIVE SCHOOL TO INCLUDE HIGH SCHOOL 1Business Case EXPANSION OF ALTERNATIVE SCHOOL TO INCLUDE HIGH SCHOOL EXECUTIVE SUMMARY The Little Rock School District's Alternative School serves only junior high schools (grades 7-8-9) in the district. There is no alternative school for senior high schools. The Inter-district Desegregation Plan (April 29, 1992) requires the parties to \"Develop (an) alternative school for students in need of intervention .... It The Little Rock School District's Alternative School has had a capacity of 60 students since its opening. During the last quarter of the 1995-96 school year, two significant improvements were made to expand the number of students served. Today we can serve 72 students in grades 7, 8, and 9. This limitation is based on the number of faculty and staff. It is proposed that 60 additional seats be added to the program for high school students Considerations Students who are not successful at the regular school setting, in spite of interventions, require an abnormal amount of each school's resources. Students who are disruptive in the regular school setting damage the educational environment for the rest of the students. Serving students, who are not successful at the regular school setting, will improve the educational outcomes of both the alternative school student and the regular school students. Options 1. Expand the maximum number of students able to be served in the facility at 800 Apperson Street. Maintain the junior high school program to include the same number of students from grades 7, 8, and 9 and hiring six more teachers and support staff to serve the high schools (grades 10, 11, and 12). The six classrooms that are needed are available. This would almost double the capacity from 72 students to 132. 2. Expand the maximum number of students able to be served by providing services at more than one facility in the Little Rock District. Other campuses could be Metropolitan or at other unused buildings owned by the school district. 3. Expand the alternative services by creating alternative classrooms at each regular school.Recommendation Due to the critical need for alternative services to include senior high students and the limitations in the budget and funding, it is recommended that an immediate expansion of the alternative program be included for senior high grade classes. This would increase the maximum capacity of the facility to serve 60 senior high school students. This recommendation would require an immediate search for six qualified teachers and for other support staff. Impact Analysis Positive Better support for junior and senior high school students' specialized needs. Fewer disruptions at the regular school setting. More students being offered specialized alternative services. Public perception improvement concerning importance of alternative services. Disparity improvement required by the desegregation plan. Negative Increased budget and funding required for teachers' salaries. Increased funding required for classroom furniture and additional building modification Increased risk of security and discipline problems at the alternative school. Resources Analysis Personnel\nSix teachers One instructional aide One caseworker One security officer Furniture: Five classrooms @ $1,800 ea. $216,000 12,000 25,000 12,000 9,000Curriculum: Science equipment Multimedia equipment Social studies equipment English equipment Vocational equipment Behavior modification equipment 2,150 1,000 500 500 500 500 Textbooks: Science - 60 @ $33 ea. Math - 60 @ $33 ea. Social studies - 60 @ $30 ea. English - 60 @ $30 ea. Vocational - 60 @ $30 ea. Behavior modification - 60 @ $30 ea. 1,980 1,980 1,800 1,800 1,800 1,800 Building Modification: Renovation of five classrooms and restroom facilities Security cameras 10.050 9,000 Transportation 62.300 - 155.750* I I I *Laidlaw Transportation will add routes for the program at $31,150 per bus. It is anticipated that the minimum number of additional routes necessary would be two (2). The maximum would likely be five (5), based on where the 60 students live in relation to one another. I I Total cost $465,110Background The Tri-County Alternative School began approximately three years prior to the opening of the Little Rock Alternative School (Alternative Learning Center). Late in the 1990-91 school year, Ms. Othello Faison became the first principal. During April 1992, the Office of Desegregation Monitoring evaluated the alternative schools of each of the three districts in Pulaski County. Their findings included: \"To develop and provide sound and effective alternative education programs, . . . (each district) should understand what the term 'alternative education' means.\" Dr. Raymond Mosely, a consultant with the Iowa Department of Education, stated, \"Alternative education is a perspective, not a procedure or program.\" There are many other ways to become educated. There are other types of environments and structures. Teaching strategies, expectations, services, and programs must contribute to increase the chances for academic achievement. Alternative schools include magnet schools, vocational schools, and other continuation schools. Continuation schools are those that provide another option for the dropout, potential dropout, suspended student, and other students who are not successful at the regular school setting. These schools are expected to provide less competitiveness and more individualized strategies. The typical reasons to assign students to an alternative school include: ** ** ** excessive absenteeism failure or retention suspension feelings of rejection, isolation, insecurity, or alienation ** ** ** ** poor grades low math and reading scores low self-esteem lack of motivation lack of cooperation The alternative school is nontraditional by nature. Intervention strategies are in constant flux. Learning styles and modes must be reevaluated often. The alternative school staff must be flexible and open to change. Each situation is unique and requires specialized care. Dr. Kenneth Clark, a noted expert on at-risk students, reminds us that our future society depends on our ability to break the cycle of risk. Experts agree that there is often resistance to institutional change\nhowever, it is just that change that can bring us closer to the answers. The Little Rock School District's Alternative School serves only junior high schools (grades 7-8-9) in the District. There is no alternative school for senior high schools. The Inter-district Desegregation Plan (April 29, 1992) requires the parties to \"Develop (an) alternative school for students in need of intervention . . .\" The Little Rock School District's Alternative School has had a capacity of 60 students since its opening. During the last quarter of the 1995-96 school year, two significant improvements were made to expand the number of students served. Today, it can serve 72 students in grades 7, 8, and 9. This limitation is based on the number of faculty and staff.The facility at 800 Apperson Street has 24 classrooms, a library, and a cafetorium. Several of the classrooms are used for other purposes. With the eleven classrooms presently in use, six classrooms are required for the additional students. Problem Definition The number of students in our district junior and senior high schools requiring alternative services exceeds the maximum capacity for the 72 students presently being served at the Alternative School due to faculty/staff limitations. Limits on budgets and funding restrict the District from maximum use of the Alternative School. Considerations Students who are not successful at the regular school setting, in spite of interventions, require an abnormal amount of each school's resources. Students who are disruptive in the regular school setting damage the educational environment for the rest of the students. Serving students who are not successful at the regular school setting will improve the educational outcomes of both the Alternative School student and the regular school students. Analysis of Alternatives In order to serve the required number of students who qualify for alternative school services, expansion of the present program is necessary to include senior high school students. Expansion can be achieved in several ways. 1. Expanding the maximum number of students able to be served in the facility at 800 Apperson Street. Maintain the junior high school program to include the same number of students from grades 7, 8 and 9 and hiring six more teachers and support staff to serve the high schools (grades 10, 11, and 12). The six classrooms that are needed are available. This would almost double the capacity from 72 students to 132. 2. I I I I 3. Expand the maximum number of students able to be served by providing services at more than one facility in the Little Rock District. Other campuses could be Metropolitan or at other unused buildings owned by the school district. Expand the alternative services by creating additional alternative classrooms at each regular school. Recommendations Due to the critical need for alternative services to include senior high students and the limitations in the budget and funding, it is recommended that an immediate expansion of the alternative program be included for senior high classes. This recommendation would require an immediate search for six qualified teachers and for other support staff. This expansion is the least expensive of the other alternatives due to the ability to expand without an increase in administrative support. Further expansion, beyond this recommendation, would require additional administrative support, such as attendance secretary and assistant principal. Objective According to the desegregation program description, The Alternative Learning Center (ALC) provides the support (academic, educational, and social) necessary to students so that they can return to their regular school setting and function effectively. The student population at ALC consists of \"at-risk\" youngsters, those who are at compulsory attendance age and are experiencing difficulties in school because of poor attendance or other dysfunctional situations which seriously impede the students ability to succeed . . .. Our objective is to insure alternative educational services are available for students who II are in need of services. Therefore, our goal is to NOT turn down students who need services and are recommended for services by the junior or senior high principals. Goal our To provide an appropriate educational environment for senior high students who are not having success at the regular classroom setting and have been recommended by their principal for admission to the Alternative School. Evaluation Criteria Report bi-weekly student enrollment by grade level, race, and gender with a comparative analysis between enrollments prior to this expansion and enrollments after this expansion. Expected Benefits Additional students will be offered alternative services. Secondary principals will be able to devote more attention to the educational improvements at their schools instead of the management of the disruptions, interruptions, and fhistrations caused by the at-risk students who are now being served by the Alternative School. Teachers will be able to provide better services for the remaining students without the pressures and fhistrations of interruptive and disruptive behaviors. Impact Analysis Positive: 1 2 3 4 5 Better support for junior and senior high school students' specialized needs. Fewer disruptions at the regular school setting. More students being offered specialized alternative services. Public perception improvement concerning importance of alternative services. Disparity improvement required by the desegregation plan. Negative: 1 Increased budget and funding required for teachers' salaries. 2 Increased funding required for classroom furniture. 3 Increased risk of security and discipline problems at the alternative school.7 Resources Analysis Personnel: Six teachers One instructional aide One caseworker One security officer $216,000 12,000 25,000 12,000 Furniture: Five classrooms @ $1,800 ea. 9,000 Curriculum: Science equipment Multimedia equipment Social studies equipment English equipment Vocational equipment Behavior modification equipment 2,150 1,000 500 500 500 500 Textbooks: Science - 60 @ $33 ea. Math - 60 @ $33 ea. Social studies - 60 @ $30 ea. English - 60 @ $30 ea. Vocational - 60 @ $30 ea. Behavior modification - 60 @ $30 ea. 1,980 1,980 1,800 1,800 1,800 1,800 Building Modification: Renovation of five classrooms and restroom facilities Security cameras 10,050 9,000 Transportation 62,300 - 155,750* Laidlaw Transportation will add routes for the program at $31,250 per bus. It is anticipated that the minimum number of additional routes necessary would be two (2). The maximum would likely be five (5), based on where the 60 students live in relation to one another. Total cost $465,110 I/ General Implementation Plan: Milestones Timeline Tasking 1. Approval of Proposal Immediate School Board 2. Advertise for Personnel May 96 Human Resources 3. Order Furniture and Resource Materials May 96 Procurement 4. Renovate Classrooms and Prepare for Class June 96 Plant Services 5. Interviews Complete July 96 Principal 6. Personnel in Place August 96 Human Resources 7. Evaluation of Proposal Objectives Quarterly 1996-97 Principalr BUSINESS CASE INSTRUCTIONAL RESOURCE CENTER RELOCATED TO ISH ELEMENTARY SCHOOL ( ISUBJECT\nCOST CUTTING PROPOSAL FISCAL YEAR 1996 Introduction - It is recommended that the following be considered as a cost cutting measure to be implemented in the budget process and subsequently the 1996 budget. Proposal - It is proposed that the Instructional Resource Center, presently located in the Parkin Building at 6th and Ringo, be relocated to Ish Elementary School during the sxnsmer of 1996. Background - The Instructional Resource Center was relocated from Lee School at 12th and Cedar to the Parkin Building at 6th and This was due to the deteriorated condition of the The Parkin Building is leased by the Little Rock Ringo in 1993. Lee School. School District for an suinual rental of $88,800.00 per year plus utilities and parking. The present lease is for 24,000 square feet of which approximately 13,000 square feet is office space and the remaining 11,000 square feet is unfinished warehousing space. Ish Elementary School became vacant in 1993 and remained vacant iintil a final decision was reached by the courts. school presently houses the relocated children The elementary from Chicot Elementary School, but it is anticipated that they will vacate that space in March of 1996. regard to Ish Elementary School. No future plans have been developed with Requests have been received from at least five agencies desiring to occupy the Ish Elementary School. (5} different Each of these agencies are not Little Rock School District agencies and have requested to lease either part or all of the building. It is anticipated that they would desire to lease this building at an extremely low rate in hopes that the Little Rock School District would absorb most of the operating costs. Problem Definition - The problem is to institute measures that will assist the Little Rock School District in cutting its operating costs in 1996 and future years. Analysis of Alternatives - There are basically two (2) alternatives with regard to the Instructional Resource Center\n1) allow the Instructional Resource Center to remain in its present location. If we were to select this alternative, the present operating cost for 1996 for the Parkin Lease is expected to be $127,112.00. This is based on the 1995 rental of $88,800.00, the rental of additional parking at $276.00 per month, and the estimated utility costs of It is, however, anticipated that the rent may go up by $35,000.00. as much as three (3) to five (5) percent in 1996. While the Instructional Resource Center located at 6 th and Ringo convenient to the general operation of the Little Rock School isPage Two Continued District, the annual cost of over $127,000.00 may not warrant its remaining in that facility\n2) relocating the Instructional Resource Center to Little Rock School District space. The recommendation to relocate the Instructional Resource Center to building presently owned by the Little Rock School District is principally offset the rental cost presently incurred by the District. The operating cost of Ish Elementary School over the last two (2) years has only averaged $16,000.00 for utilities. Maintenance costs have averaged approximately $24,000.00 per year. With an anticipated cost next year of operating Ish at approximately $40,000.00, it would appear to save as much $87,000.00 next year. However, there would be a one time cost associated with the relocation to cover such items as moving costs, to include packaging and relocation, rewiring of the facility for computers and telephone relocation. in operating a to I I Recommendation - It is recommended that the District relocate the Instructional Resource Center from the Parkin Building to Ish Elementary School. The Parkin Building is approximately 24,000 square feet. Elementary School, although subdivided into rooms, totals 31,800 square feet. In addition, parking without the additional lease is square feet. Ish approximately the same at both locations. However, consideration to expanding the parking lot during meetings and in instruction can be done, as the Little Rock School District owns However service property immediately adjacent to Ish Elementary School. While Ish Elementary School may not appear to be as centrally located as the Parkin Building, travel throughout Little Rock to this facility make it easily reachable within 20 - 25 minutes from any location in the City. Estimating the one time cost of approximately $35,000.00 would at least give us approximately $50,000.00 savings during the first year and a savings of approximately of $85,000.00 to $90,000.00 in future years. These monies could be used to offset current operational short falls. The objective Objactive - Tne oojective of this proposal is two-fold. 1) To reduce the operating costs of the Little Rock School District by decreasing its overhead and 2) by better utilizing space that is presently owned by the Little Rock School District for which no future plans have been developed. Consideration must also be made to retaining the presence of the Little Rock School District in the community surrounding Ish Elementary School. This building has been constantly occuoied occupied since the middle 1950's and only recently became vacant during the construction of King Elementary School. The relocation of the children from Chicot Elementary School into the facility in October of 1993 has again made the building occupied. The permanentPage Three Continued relocation into this facility of the Instructional Resource Center would most assuredly be seen as a positive step by the surroxuxding community and the local government as being an initiative of the Little Rock School District to have future plans for its closed facilities. Impact Analysis The Ish Elementary School Facility is approximately 7,000 square feet larger than the facility presently being used by the Instructional Resource Center. The ability for them to conduct their operations in Ish Elementary School will not in any way be hampered by the fact that it is subdivided into classrooms as this was the situation in Lee Elementary School. The subdivision of rooms will be offset by the additional 7,000 square feet which will allow for divisions of the Instructional Resource Center to operate independently, yet all be contained in the same facility. Another distinct advantage of relocating the facility at this time would be to put them in a permanent home in a building which is not perceived to be used as a school building in the future. Resource Analysis There is no specific items with regard to resource analysis except to identify that present staffing of the Little Rock School District would be responsible for the relocation of both the children from Chicot Elementary School to Chicot School upon its completion in March of 1996 eind the subsequent relocation of the Instructional Resource Center in June of 1996. Implementation Plan - A tentative time line follows: January, 1996 A tentative decision must be made this month so as to proceed with preliminary planning. February and March - During this period of time we would complete the final plans, layout the building, plan the move and allow the Instructional Resource Center persoimel to look at their organization to determine how they can operate in the new facility. April, 1996 - During this period of time, it is hopeful that we would prepare and finalize necessary to support the move. any contracts May, 1996 We would make the placement of orders for anything necessary to accomplish the move. such as materials for rewiring to support computers and telephones and any possible construction. Additionally in May, we would make official notification of our intent not to renew the lease at the Parkin Building.Page Four Continued June, 1996 - It is anticipated that upon the closure of the school that the Instructional Resource Center would move to Ish Elementary School. This move can easily be completed within a one month period. DCZ/apl/ccpircBUSINESS CASE OUTSOURCING OF COURIER SERVICESBUSINESS CASE OUTSOURCING MAIL COURIER SERVICE CURRENTLY HANDLED BY THE PROCUREMENT AND MATERIALS MANAGEMENT DEPARTMENT EXECUTIVE SUMMARY The Procurement and Materials Management Department currently has a mail and courier service section consisting of two vehicles and two drivers. Intra-district mail is collected and sorted daily for next day delivery. In addition, correspondence going to out-of-district destinations is picked up daily and metered at the central administration building for deposit to the main U.S. Postal Office the same day. Limited, on call special delivery, pick up, and messenger service is also provided as time and available vehicle cargo space allow, as well as video distribution and A/V equipment pick up and delivery for Media/Library Services. The intent of this business case is to determine the efficiency and/or economy of continuing this service in-house versus outsourcing the service to a private company. This analysis is in response to a request by the LRSD Board for potential areas of savings that could be realized by the District. There are only two alternatives considered: One alternative is to do nothing and continue performing the service in-house. This alternative is not recommended because of the increasing overhead costs each year in terms of labor (salary and benefits) and equipment maintenance expenses. The other alternative is to contract with a private provider of this type service and take advantage of the savings available due to the efficiencies inherent in a contract with a firm that specializes in this work. This outsourcing alternative is recommended. The only negative aspect is the displacement of two employees, one of whom has indicated that he will be leaving the District soon anyway. The savings by adopting this recommendation are two (2) FTEs in the Procurement Department and approximately $43, 700 each year starting with the first annual contract. 1 April 26, 1996A. BACKGROUND The Procurement Department has provided the internal mail distribution and courier service for the District since 1964. Up until 1987, this was accomplished with one employee and one mail van. In order to maintain the same level of daily service, an additional driver and van were added after the 1987 annexation. At this time the two couriers deliver and pick up mail/distribution each day at each District facility pbs ODM, State Department of Education and the CTA offices. In addition to mail items, they also pick up and deliver, as space on the van allows, media related equipment and videos for the Library Services oflBce. The feasibility of outsourcing this service to a private contractor was investigated on a couple of occasions in years past but never seriously considered. Previously, there was essentially only one courier service operating in Little Rock (SunBelt). Also, the savings achieved by contracting out were not very significant during previous evaluations. The District is searching for areas in which economies can be achieved. Contracting with a private courier company can result in a savings while maintaining a satisfactory level of service. B. PROBLEM DEFINITION: 1 The District s current financial situation places a responsibility on all departments to operate as efficiently and cost effectively as possible to provide required services at an acceptable level. The mail courier service currently provided in-house has been at an acceptable performance level\nhowever, the cost for this service is excessive when compared to having a private company perform the same work. There are now numerous established private companies in the Little Rock area that provide mail courier service, and a substantial savings opportunity is possible. The costs associated with performing this function have escalated in recent years due to the overhead of owning and operating vehicles dedicated to a single purpose and the siaries paid the employees performing this task. Both employees have performed satisfactorily over the years but this longevity has resulted in salary increases that represent compensation considerably greater than what a private company would pay for the same work. The vehicles currently being used for this service are: 1) a 1988 Ford Van with an odometer reading of 138,825 miles and 2) a 1993 Ford Van with an odometer reading of 49,000 miles. If the in-house mail service is to continue, a new van will need to be purchased to replace the 1988 van as it has had numerous mechanical problems over the past two years. The estimated cost to replace this van is $17,000. 2 1If the District were to choose outsourcing, two FTEs would be eliminated. One employee is graduating from college in May and is expected to leave the District. The other employee has been with the District for eight years and would be offered an option to accept another position within the District in accordance with policy. In addition, the warehouse manager devotes roughly 1/3 of his time to helping with the mail courier effort. As a result of outsourcing, this would free him to handle other warehouse management responsibilities. However, the warehouse manager would be required to coordinate and supervise the activities of the contracted service provider. C. ANALYSIS OF ALTERNATIVES These alternatives were generated during 1996-97 Support Services staff budget meetings where possible areas of saving were discussed. There are only two alternatives considered, (1) continue the services as is, or (2) contracting out. The Procurement OfiBce also had preliminary discussions with a private company concerning the methods used by courier service companies and the associated costs. Alternatives 1. Continue providing the service in house: The level of service currently provided has worked relatively well for several years. The timing for a change is convenient in that one employee is anticipated to leave soon after receiving his college degree. The other employee, who also acts as the Assistant Warehouse Manager, would need to be placed in another comparable position, if possible. The current system is, of course, reasonably responsive to emergency or on-call courier requirements. However, some on-call deliveries could be eliminated with better scheduling and discipline. It is sometimes too easy to pick up the phone and call for an emergency pickup or delivery, rather than wait for the regular scheduled service. There is the tendency not to associate cost to those resources owned/operated in-house. The primary disadvantage for continuing the current service in-house is the associated armual cost to the District for providing the service\nBoth labor costs and the increasing expenses associated with owning and maintaining the mail vans, make outsourcing attractive from the standpoint of cost versus benefits derived from providing this routine service. The dollars below reflect 1995-96 annualized cost: Salaries (current including benefits for two employees) Vehicle Maintenance and Depreciation Fuel Vehicle Insurance (premium cost plus average one claim per year) Mail Handling Supplies TOTAL $69,128 5,806 5,159 2,260 1.275 This alternative is least desirable in that this administrative function can be accomplished more economically by contracting out to a private courier service. 32. Outsourcing the service to a private company: The level of service would be expected to be at or better than cunently received. In addition, a private contractor could provide: a. More flexibility (EflSciency) by furnishing more personnel and vehicles during the busy school year and less during the summer. Vehicles are radio-equipped and could be reached at all times to expeditiously handle emergency or on-call requirements. b. Reduced management (Efficiency \u0026amp; Economy)- The District would be required only to monitor the contract for compliance rather than conduct the day to day activities, allowing the Supply Center Manager to expend more time on his Supply Center Management responsibilities, thereby eliminating the need for an Assistant Warehouse Manager. (One of the mail drivers fills in at this position part time or as needed.) c. The same service at a lower cost (Economy! by providing necessary personnel, vehicles, insurance, and management to meet the requirements of the District. The efficiencies inherent to a company whose existence depends upon fast, courteous service, are evident when comparing outsourcing against performing this function in-house. Cost estimates obtained from a local company currently providing service to the City of Little Rock for the past six years were obtained and are estimated based on the delivery service presently performed by the District couriers: Monthly Charge for daily pickup and delivery to schools including handling of U.S. postal mail Per Delivery rate for extra deliveries over and above routine service Assuming the District has a requirement for 25 additional deliveries per month the annualized cost would be ($7 rate x 25 avg. deliveries x 12 months) Annualized cost for routine service ($3,150 x 12 months) Total expected annualized outsourcing cost $3,150 $7 per delivery $2,100 37.800 $39,900 D. RECOMMENDATION 1 It is recommended that the District outsource the mail/courier service currently provided by the Procurement and Materials Management Department. The expected annual cost savings of $43,728 ($83,628 - $39,900) is the primary consideration 4E. OBJECTIVE The objective of this recommendation is to help the District reduce costs while assuring the same and/or better level of service currently provided. The efficient and cost effective delivery/mailing of intemal/extemal correspondence is essential to the operations of the District. Implementation of this recommendation supports LRSD Goals relating to reducing costs and improving service. The successful contractors performance will be evaluated annually by the Procurement and Materials Management Department. Some of the criteria used in this assessment will be\n1. School/Dept. satisfaction as measured by the number of complaints received. 2. Timeliness of extra service deliveries. 3. Response time to District requests. 4. Adherence to cost as stated in the contractors proposal. 5. Reduction in LRSD management involvement in daily mail operations. The expected benefits of this recommendation will be an immediate cost savings realized by the district in current and future years. In addition, the level of service will be equal to or better than that currently provided. The recipients of these benefits will be all District schools/departments. F. IMPACT ANALYSIS The positive impact of this recommendation will be the cost savings and reduced management time required. The negative impact will be employee reaction to outsourcing and the resulting displacement of one employee. Implementation of this plan will not impact the desegregation plan or court orders There should be no disruption of service during transitioning to a contracted courier service. The recent outsourcing efforts by the District in other areas should not adversely affect the implementation of this recommendation in that it involves only minimal employee impact. Any potential negative reaction in converting to a contracted courier service can be minimized by careful coordination and implementation of the change-over. There is no risk to the District if this recommendation is not accepted. The Procurement Department will continue the service in-house. 5Titning. it is recommended that an RFP be prepared with a contract awarded and service to begin July 1, 1996. The transition should not be difficult\nhowever, in order to reduce a hurried start-up by the successful contractor, a contract should be signed by June 15, 1996. G. RESOURCE ANALYSIS Personnel The recommendation is expected to reduce the FTEs in the Procurement Department by two (2) positions. Financial A yearly savings of $43,728 is expected. The costs obtained from the contractor are conservative\ntherefore, actual savings could be greater. A Request for Proposal would be prepared by the Procurement Department. H. FORCE FIELD ANALYSIS The primary supporters of this recommendation will be patrons and taxpayers of the District and the administration. Those most opposed to this recommendation will be the employees impacted and those generally opposed to outsourcing District services for whatever reason their personal agenda may dictate. 1. GENERAL IMPLEMENTATION PLAN The following milestones for implementing this recommendation are suggested and will be monitored by the Director, Procurement and Materials Management: Milestone Date Business Case Approved April 1996 Responsible Person LRSD Cabinet/Board Prepare RFP May 1, 1996 Neal, Procurement Director Proposals Submitted May 15, 1996 Neal, Procurement Director Proposal Evaluated May 22, 1996 Neal, Procurement Director Award Made May 24, 1996 Neal, Procurement Director Notice to Employees June 1, 1996 Hurley, Human Resources Director Contract Negotiated and Completed June 15, 1996 Neal, Procurement Director Contractor Begins Operations July 1, 1996 Neal, Procurement Director 6BUSINESS CASE OUTSOURCING SPECIAL NEEDS TRANSPORTATIONOutsourcing Special Needs Transportation System Business Case 4/19/96 1 Outsourcing Special Needs Transportation System Executive Summary The most expensive part of student transportation is transportation services for special needs students. Curb-to-curb service, smaller capacity buses, bus aides/monitors, special equipment, extra driver training, and restrictions on ride time are some of the components contributing to these higher costs. Medically fragile students require even greater resources. The intent of this business case is to explain the current issues confronting the district related to transporting special needs students. Parents, teachers and others are concerned that the transportation service provided by the District for special needs students may neither be safe nor meet the needs of each student. Over half (58%) of the buses in the fleet are over seven years old. Of the 18 lift buses in the fleet, 12 are over seven years old. These buses often have mechanical breakdowns which create problems in getting students to school or home in a timely manner. The recommendation of this business case is to outsource the system to a private contractor. The goal statement is\nTo provide special needs students -with a safe, reliable, and cost effective transportation system. This proposal supports the districts strategic plan in the areas of safety and meeting the needs of individual students. The following is a list of criteria to be used in determining whether or not the problem is solved when this solution is implemented: 1. 2. The District will successfully defend the transportation system against the current and future lawsuits related to special needs transportation. Driver satisfaction will increase by a reduction in the number of complaints from drivers about the equipment. 3. Buses will be on time. 4. Accidents will decrease. 5. The number of buses out-of-service for repairs will decrease. 6. A schedule for replacement will be strictly followed.Outsourcing Special Needs Transportation System Busir\u0026gt;ess Case 4/19/96 2 All students will have safe, reliable and appropriate service to meet their needs. Outsourcing will bring stability to the transportation system, costs can be identified and contained, and effective training will be provided to all staff. The risk of not implementing this solution is increasing parental complaints, continued driver dissatisfaction, equipment failure, and the lack of the ability to respond student needs. to The risks of implementing this solution are the unfounded presumptions that the costs will be greater than calculated and people will lose their jobs. Transition will strain current management because of the short period of time available when considering the activities associated with the start up of the school year. It is critical that the decision be made before June 1 so personnel can be notified of the elimination of administrative and other positions within the timelines of the law and contracts. If outsourcing is to be implemented, patrons will need to know when the Board of Directors approves. Awareness must be generated in the community, staff must be notified of the change, and a number of other tasks as noted in the timeline included must be addressed. No additional costs for personnel are necessary to implement this proposal. Some long time District administrators will be displaced. At least $100,000 can be saved from the current proposed transportation budget or 1996-97. There is a real possibility of additional savings depending upon the selected proposal. The old buses can be replaced on a strict schedule which should reduce the number of late buses due to breakdowns.Outsourcing Special Needs Transportation System Business Case 4/19/96 3 The following milestones for implementing this proposal are suggested and will be monitored by the Manager of Support Services. Milestone_________________________ 1 Establish a transportation steering committee________ 2. Write request for proposal (RFP)______________ 3. Steering committee review RFP__________________ 4. RFP mailed to potential contractors _____________ 5, RFP information session for potential contractors 6, Proposals submitted____________________ 7, Proposals screened by steering committee ______ 8. Recommended proposal presented to the LRSD Board of Directors for approval________ 9, Notice to employees________________ 10. Include this as a budget reduction strategy__________ 11. Recruitment of current employees____________ 12. Recruitment of new employees__________ 13. Inventory property_______________ 14. Finalize contract_________________________ 15. Property transfer and occupancy______________ 16. Complete initial bus routes____________ 17. Retrain current employees_____________ 18. Notify patrons_________ 19. Begin delivery of replacement equipment__________ 20. Complete driver/aide/monitor orientation and dry runs Date 4/17/96 4/26/96 4/29/96 5/1/96 5/15/96 5/22/96 5/23/96 5/23/96 5/24/96 5/24/96 6/4/96 6/4/96 6/26/96 6/27/96 6/30/96 8/8/96 8/1/96 8/1/96 8/12/96 8/16/96 Person________ Smith, Neal Neal, Cheatham Committee Neal__________ Neal, Cheatham Contractors Neal__________ Williams Hurley_______ Milhollen_____ Contractor Contractor Neal_________ Neal, Attorneys Neal, Milhollen Contractor Contractor Vann, Smith Contractor ContractorOutsourcing Special Needs Transportation System Business Case 4/19/96 4 Background: Current situation: Everything has a cost. The per student costs of transporting students with special needs are higher than for regular student transportation. Curb-to-curb service, smaller capacity buses, bus aides/monitors, special equipment, extra driver training, and restrictions on ride time are some of the components contributing to these higher costs. Medically fragile students require even greater resources. The number of medically fragile students is increasing because of the improvements in medical technology. It is impossible to meet the needs of individual children and have a very efficient program. Every attempt is made to serve special needs students in the least restrictive environment such as on the regular buses. At this time during the 1994-95 school year 395 special needs students and 60 Alternative Learning Center (ALC) students rode special needs buses. This year 450 students are currently assigned for special transportation. The district transports 40 students to the Arkansas Schools for the Blind and Deaf. Also, 80 ALC students are transported this year. The Districts special needs transportation operation was in the media on September 25, 1995 when a parent padlocked the gates to the bus terminal. Later that parent and other individuals filed a lawsuit against the district which included charges related to the transportation of special needs students. Even though the districts equipment and personnel meet all state and federal requirements, issues related to labor uruest, safety and poor service continue to plague the district concerning special needs transportation. The maintenance of the fleet is done by contract with Laidlaw Transit. Two mechanics are assigned to do routine and emergency service. Breakdowns continue to be a problem due to the age of the fleet. Background information: Prior to this year, the day-to-day operations of the regular transportation and special needs transportation were intermingled. There was no clear delineation of services and no clear way to determine actual costs by program. Special needs drivers and aides received very little specialized training. The 1995-96 state funding for transportation was based on the number of buses used and the number of students transported in 1994-95. At this time there is no money earmarked for transportation under the new formula. What had been used in the past was folded into the new formula. Of the $1,600,000 in regular transportation aid this year, only $36,000 was included for the increased costs related to transporting special needsOutsourcing Special Needs Transportation System Business Case 4/19/96 5 students. The district does receive funding from the settlement for all costs incurred for transportation related to the M-to-M and Magnet programs which is estimated to exceed 2.1 million dollars for 1995-96. The laws and regulations impacting special needs students continue to change. The students Individual Education Plan (lEP) determines when the student is to be transported and if special accommodations are needed such as a monitor or aide assigned to assist the student. More options are available to students with lEPs and specialized service is often required such as transportation home at noon because the student is attending for a half day rather than the whole day. Problem Definition: Problem Statement: Parents, teachers and others are concerned that the transportation service provided by the District for special needs students may neither be safe nor meet the needs of each student. Considerations: The Districts financial situation places a strain on all departments to operate efficiently to provide the students with an acceptable level of service. Special needs transportation is more expensive than regular transportation. Specialized equipment is needed for medically fi-agile students. The district can contract with other agencies or parents to provide some of these services but not having the appropriate equipment is not an acceptable reason for not providing transportation if it is part of the students lEP. The Districts special needs fleet is aging. There are 52 buses of which 18 have lifts and locks for wheel chairs. Only five buses use diesel fuel. Year # of Buses # of Lifts 83 1 1 84 0 0 85 4 2 86 16 9 87 8 0 88 0 0 89 1 1 90 11 0 91 6 0 92 2 2 93 0 0 94 0 0 95 3 3 The district has used the following criteria for replacing buses in the past: Gasoline powered buses: Any such bus that exceeds eight years of age or 120,000 miles at the start of any school year. Diesel powered buses: Any bus that exceeds 10 years of age or 160,000 miles at the beginning of any school year.Outsourcing Special Needs Transportation System Business Case 4/19/96 6 Thirty buses are more than seven years old. It normally takes seven to eight months to get buses once the order is placed. If buses are ordered in April, they should arrive in December or January. Driver performance is another consideration. One of the concerns regularly expressed by drivers is the need for new equipment. Drivers are frustrated when their buses are not available due to mechanical problems and students can become confused when their bus is changed. Good equipment that is well maintained can contribute to improved service. Analysis of Alternatives: Process: A committee of administrators, parents, teachers, and drivers was formed in the fall of 1995 before the lawsuit was filed to work on solutions to perceived problems within the special needs section of the transportation department. The group identified the need for new buses and better training as solutions to most of the concerns. Identification: Alternative solutions are as follows: 1. 2. 3. 4. 5. Change nothing. This will not address the problem and will cause costs to grow annually as the fleet ages and training is not maintained when the staff has turnover. Follow industry standards for equipment replacement, personnel, etc. including a strict schedule for replacing the fleet. This is the most expensive alternative. The district would continue to manage the system. Buses would be replaced on schedule. This would impact the current and future budgets. Phase in the industry standards over a five year period of time. This alternative would have a modest cost and would lead to stabilizing costs over an extended period of time. The district would have more flexibility to respond to the changing state and federal laws as well as student needs. The district would continue to manage the system. Consolidate special needs transportation in all Pulaski County Districts. Getting an agreement on this would be a major challenge. Outsource the special needs transportation to another public agency. The local agencies that provide specialized transportation cannot meet the current community demands for services and do not have the resources and equipment to meet the districts transportation needs.Outsourcing Special Needs Transportation System Business Case 4/19/96 7 6. Outsource the special needs transportation to a private concern. This alternative would provide cost containment and more recent equipment. The district would monitor the contract for compliance rather than conduct the day-to-day activities of the system. Recommendation : Action recommended to address the problem: Outsource the special needs transportation system io a private concern. Rationale: The costs of special needs transportation continues to rise. Outsourcing can assist the District in containing the costs. Other factors include a reasonable and predictable fleet replacement, lower driver absenteeism, improved vehicle maintenance , and reduced vehicle accident rate will be realized. These improvements will lead to significantly fewer problems and complaints, as well as establish more stable and reliable special needs transportation system for the future LRSD needs. Objective: Objective of the recommendation: To provide special needs students with a safe, reliable, and cost effective transportation system. Goal support: This recommendation will support the recently adopted strategic plan as follows: Strategy 10 We will develop and implement plans to restore public confidence in the safety and security of our schools. Strategy 8 We will construct a delivery system that allows us to plan and implement individualized educational goals for all LRSD students that does not predetermine or limit options at an early age. The safety of students on special needs buses is one of the major concerns of everyone. Providing appropriate transportation to enable students to access programs identified in each students lEP is a goal of the transportation department.Outsourcing Special Needs Transportation System Business Case 4/19/96 6 Evaluation criteria: 1. 2. The District will successfully defend the transportation system against the current and future lawsuits related to special needs transportation. Driver satisfaction will increase by a reduction in the number of complaints from drivers about the equipment. 3. Buses will be on time. 4. Accidents will decrease. 5. The number of buses out-of-service for repairs will decrease. 6. A schedule for replacement will be strictly followed Expected Benefits: The students will have safe, reliable and appropriate service to meet their needs. Outsourcing will bring stability to the transportation system, costs can be identified and contained, and effective training will be provided to all staff. Impact Analysis: Positives: 1. The District will successfully defend the transportation system against the and future lawsuits related to special needs current 2. Driver satisfaction will increase by a reduction in the number of complaints from drivers about the equipment. 3. Buses will be on time. 4. Accidents will decrease. 5. The number of buses out-of-service for repairs will decrease. 6. A schedule for replacement will be strictly followed. 7. Currently employed drivers/aides will maintain their jobs.I Outsourcing Special Needs Transportation System Business Case 4/19/96 9 Negatives: 1. Current employees may oppose change. 2. Some parents may express concern related to change. 3. At least four long time non-certified administrators will be displaced. Desegregation Plan: This recommendation has no impact on the Desegregation Plan. Court Orders: This recommendation addresses issues raised in the current lawsuit. Political factors: The union will likely oppose efforts to privatize the special needs transportation. Risks: The risk of not implementing this solution is increasing parental complaints, continued driver dissatisfaction, equipment failure, and the lack of the ability to respond to student needs. The risks of implementing this solution are the unfounded presumptions that the costs will be greater than calculated and people will lose their jobs. Transition will strain current management because of the short period of time available when considering the activities associated with the start up of the school year. Timing: It is critical that the decision be made before June 1 so personnel can be notified of the elimination of administrative and other positions. If outsourcing is to be implemented, patrons will need to know when the Board of Directors approves. Awareness must be generated in the community, staff must be notified of the change, and a number of other tasks as noted in the timeline included must be addressed.Outsourcing Special Needs Transportation System Business Case 4/19/96 10 Resources Analysis: Personnel Analysis: No additional costs for personnel are necessary to implement this proposal. Some long time District administrators will be displaced. Financial Analysis: At least $100,000 can be saved from the current proposed transportation budget for 1996-97. There is a real possibility of additional savings depending upon the selected proposal. The old buses can be replaced on a strict schedule which should reduce the number of late buses due to breakdowns. Force Field Analysis: Forces For: Supporters of this proposal include administrators within the District and patrons because of the improved services for students. The Board of Directors and administration of the district are aware of the financial benefits to the district of this solution. Forces Against: Those most opposed to the solution will be bus drivers/aides/monitors who fear losing their jobs and those who fear private sector managing public sector services.I Outsourcing Special Needs Transportation System Business Case 4/19/96 11 Implementation Plan: The following milestones for implementing this proposal are suggested and will be monitored by the Manager of Support Services. _____________________Milestone____________________ 1. Establish a transportation steering committee________ 2. Write request for proposal (RFP)__________________ 3. Steering committee review RFP___________________ 4. RFP mailed to potential contractors _______________ 5. RFP information session for potential contractors 6, Proposals submitted_____________________________ 7, Proposals screened by steering committee___________ 8. Recommended proposal presented to the LRSD Board of Directors for approval______________________ 9. Notice to employees_____________________________ 10. Include this as a budget reduction strategy__________ 11. Recruitment of current employees_________________ 12. Recruitment of new employees___________________ 13  Inventory property______________________________ 14. Finalize contract________________________________ 15. Property transfer and occupancy__________________ 16. Complete initial bus routes_______________________ 17. Retrain current employees_______________________ 18 Notify patrons_________________________________ 19. Begin delivery of replacement equipment___________ 20. Complete driver/aide/monitor orientation and dry runs Date 4/17/96 4/26/96 4/29/96 5/1/96 5/15/96 5/22/96 5/23/96 5/23/96 Person Smith, Neal Neal, Cheatham Committee Neal Neal, Cheatham Contractors Neal Williams 5/24/96 5/24/96 6/4/96 6/4/96 6/26/96 6/27/96 6/30/96 8/8/96 8/1/96 8/1/96 8/12/96 8/16/96 Hurley Milhollen Contractor Contractor Neal Neal, Attorneys Neal, Milhollen Contractor Contractor Vann, Smith Contractor ContractorBUSINESS CASE STAGGERED STARTING TIMESstaggered Start Times Business Case 4/19/96 Staggered Start Times Executive Summary: One of the budget cutting strategies used by many school districts across the United States is staggered opening and closing times. This strategy allows the same bus to pick up and deliver students to several schools instead of just one or two schools. Currently the elementary schools open at 7:50 A.M. and close at 2:35 P.M. and most secondary schools open at either 8:45 A.M. and 8:50 A.M. and close at 3:45 P.M. The intent of this business case is discuss the budget impact of staggering school starting and closing times. The District has limited resources to spend on student transportation. The average number of students per bus run living more than two miles from their assigned school is 43. This is a 66% utilization rate. Some of the vacant seats are used for courtesy stops for students living within two miles of their assigned schools Based on the 1995-96 contract, the average cost per student per day is $1.86. The average cost per student for a year is $331.08 just to go to and from school. There are 11,513 students assigned to regular buses and 2221 students assigned to magnet buses. The goal statement is\nTo increase the utilization rate of regular buses from 66% to 85% for home to school transportation during the 1996-97 school year. This proposal supports the districts strategic plan in the area of financial stability. The following is a list of criteria to be used to determine if the goal is met: 1. 2. The utilization rate for regular buses will increase to at least 85%. The district budget will be reduced by at least $267,000. The risks of staggering opening/closing times include complaints from parents and staff about the time changes, reduced number of seats available for courtesy stops, and possible student management problems on buses. The risk of not implementing this recommendation is the lost opportunity to reduce the budget by $267,000.Staggered Start Times Business Case 4/19/96 2 The following milestones for implementing this proposal are suggested and will be monitored by the Manager of Support Services. Milestone____________________________ 1. Determine the schedule for staggered starts. 2. Notify principals. 3  Notify public._________________________ 4. Notify parents as students register for school of the official opening and closing times of the school. Date 5-3-96 5-3-96 5-3-96 August 1996 Person Williams Gremillion, Mitchell, Anderson Vann______ Student Assignment, PrincipalsI staggered Start Times Business Case 4/19/96 Background: 3 Current Situation: All Little Rock elementary schools are scheduled to begin at 7:50 A.M. and close at 2:35 P.M. The junior highs are scheduled to begin at 8:45 AM. and close at 3:45 P.M. The senior high schools are scheduled to begin at 8:50 A.M. and close at 3:45 P.M. except for Parkview and Metropolitan. Parkview opens at 8:41 A M. and closes at 3:45 P.M. Metropolitan opens at 8:40 A.M. and closes at 3:27 P.M. with student exchanges scheduled at lunchtime. The average number of students per bus run living more than two miles from their assigned school is 43. This is a 66% utilization rate. Some of the vacant seats are used for courtesy stops for students living within two miles of their assigned schools. Based on the 1995-96 contract, the average cost per student per day is $1.86. The average cost per student for a year is $331.08 just to go to and from school. There are 11,513 students assigned to regular buses and 2221 students assigned to magnet buses. Board policy EEAB states Insofar as educational requirements permit, school schedules will be adjusted to allow maximum utilization of each bus. More buses are required to support the elementary schools than the secondary schools. When there is less than 55 minutes between the opening and closing times of the two runs, it is difficult to match an elementary school with a secondary school for efficiency. During the 1995 -96 school year, Booker and Carver students were scheduled on the same buses. Once the bugs were resolved, this seems to work. If these schools had been routed separately, an additional six buses on the first run would have been required. Background information: When the district annexed the 14 county schools and went to the controlled choice student assignment plan, the transportation department grew to support the changes. A three run system (Each driver/bus had three different runs.) was initiated because of the limited number of buses available and the personnel costs involved in a two run system. As part of the desegregation plan, the district went back to a two run system. Each bus now has an elementary run and a secondary run. In many neighborhoods only one or two students are assigned to any one school and several buses enter the neighborhood. The district regularly receives complaints from patrons concerning the number of buses entering neighborhoods.staggered Start Times Business Case 4/19/96 4 Problem Definition\nProblem statement: The District has limited resources to spend on student transportation. Considerations: The number of buses that must be used to transport students to and from home is based on the guidelines, policies, practices and procedures established by the school district. Changes in the current parameters can result in savings or additional costs. The practice of every school having its own buses for regular transportation results in more buses being used than would be used if students from the same or nearby neighborhoods rode the same bus to different schools. Analysis of Alternatives: Process: A committee of drivers and administrators investigated this option during the 1994-95 school year and recommended that the Booker and Carver runs be combined to see if this option was feasible. This pilot reduced the number of buses needed by six. Identification: 1. Change nothing. The cost of student transportation for the 1996-97 will be as reflected in the initial budget. 2. Consolidate runs without changing opening/closing times. This may work with one or two schools but the savings would be limited. This would be a change from current practice. 3. Change opening/closing times and consolidate some runs. This would allow all possible consolidations to be considered. The savings for the District would be at least $267,000 to the proposed budget. Recommendation: Action Recommended: Alternative three should be selected for the 1996-97 school year. The savings of at least $267,000 can help to balance the districts budget.staggered Start Times Business Case 4/19/96 5 Rationale: The spacing of start times would allow students who are going to different schools to ride the same bus to and from the same neighborhood. This recommendation would result in better utilization of the buses. Objective: Objective of the recommendation: To increase the utilization rate of regular buses from 66% to 85% for home to school transportation during the 1996-97 school year. Goal Support: This recommendation will support the recently adopted strategic plan as follows: Strategy 9 We will develop and implement plans to establish financial stability and achieve the strategic objectives of the district. If the cost of student transportation can be reduced by staggering the opening and closing times of schools, then the savings can be used to balance the budget with fewer cuts. Evaluation criteria: 1. The utilization rate for regular buses will increase to at least 85%. 2. The district budget will be reduced by at least $267,000. Expected Benefits: 1. Reduce the number of buses required to transport students. 2. Reduce the number of buses going into one neighborhood. 3. Maintain or reduce number of late buses. 4. Reduce the number of drivers/monitors required.staggered Start Times Business Case 4/19/96 Impact Analysis: 6 Program\nNegatives: 1. Fewer students within the two-mile walk zone will be given courtesy stops. 2. Teacher report times at different schools would vary. Teacher assignments between schools would need to be adjusted to be sure that instructional time is not lost. 3. Seat assignments and student behavior would require coordination among various school administrators. Positives\n1. Reduce the number of buses required to transport students. 2. Reduce the number of buses going into one neighborhood. 3. Maintain or reduce number of late buses. 4. Reduce the number of drivers/monitors required. Desegregation Plan: There is no impact on the desegregation plan because the transportation system is still a two run system. The staggered time allows more than one school to be served by one bus run. Court Orders: There are no court orders that this recommendation will impact. Political factors: Parents may be concerned about combining students from different schools on the same bus and the change in school times. These concerns can be reduced by keeping everyone informed as the decision is made and implemented. staggered Start Times Business Case 4/19/96 7 Risks: The risks of staggering opening/closing times include complaints from parents and staff about the time changes, reduced number of seats available for courtesy stops, and possible student management problems on buses. The risk of not implementing this recommendation is the lost opportunity to reduce the budget by $267,000. Timing: The parents and staff need to be informed as soon as possible concerning changes in opening and closing time. This decision must be made by July 1 in order for bus routing to be completed by August 1. Resource Analysis: Personnel Analysis: No additional staff is required to implement this recommendation. The opening and closing times are a consideration when staff is shared between buildings. Financial Analysis: The implementation of this recommendation will reduce the transportation budget by $267,000. If this savings is projected over the five years the total will be $1,335,000. Force Field Analysis: Forces For: Patrons who are concerned about the number of buses in the neighborhood, the Advisory Committee for Financial Stability, private day cares that pick up students after school, and the Director of Transportation will support this recommendation because it improves the efficient operations of the fleet. Forces Against: School personnel may be concerned about the change in time and its impact on their personal lives. Some parents may be concerned because students from other schools may be on the bus with their students.staggered Start Times Business Case 4/19/96 8 Implementation Plan: Milestone_________________________ 1. Determine the schedule for staggered starts. 2. Notify principals. 3. Notify public.___________________ 4. Notify parents as students register for school of the official opening and closing times of the school. Date 5-3-96 5-3-96 5-3-96 August 1996 Person Williams Gremillion, Mitchell, Anderson Vann______ Student Assignment, PrincipalsBUSINESS CASE STUDENT ASSIGNMENT RELOCATION1. BUSINESS CASE: STUDENT ASSIGNMENT RELOCATION BACKGROUND - The Student Assignment Office is presently located at the Cashion Building at 501 Sherman. square feet sitting on one (1) acre of land. It is approximately 6,418 This is a newly renovated facility and houses only the offices of the Associate Superintendent for Desegregation and Assignment. Its separate location the from Office all of Student administrative functions lends itself to easy access by parents and students of the Little Rock School District. The location across the street from the new Post Office makes it relatively easy to find within the City. The building lacks for nothing, space is considered adequate to meet the needs of their operation and the building appears to be well maintained. in the parking lot and along side streets. There is adequate parking There is also a small area which can be considered for expansion of this facility should the need arise. 2. PROBLEM DEFINITION - We have been requested to look at the possibility of relocating Student Assignment and selling this building. 3 . ANALYSIS OF ALTERNATIVES There alternatives: 1) are basically two relocate the facility. Leave the facility where it is and 2) (2) to ALTERNATIVE ONE - LEAVE THE FACILITY WHERE IT IS PRESENTLY LOCATED\nThis building was specifically purchased in 1989 and renovated in 1990 for the purposes of drawing together the functions necessary Portions of that to support the student enrollment program. program were previously located at the Administration Building\nhowever, due to the congestion and large volume of public traffic to enroll students, it was determined that the facility would be relocated. meet the Districts needs. The Cashion Building was purchased and renovated to In addition, we have recently completed The image of a computer wiring project to update student services. the Cashion Building and the location of Student Assignment presents a very positive image of the Little Rock School District      ' ' With with new parents enrolling their students in our program, regard to selling the building, there are no guarantees that the building will sell at a cost that would be beneficial to the Little Our estimated renovation $550,000 dollars Rock School District. for that building, which included the purchase of the building and surrounding lands, means that we would have to sell the building for over $500,000 dollars just to recoup our original cost in 1990. Allowing for depreciation of the building, it is estimated that the $500,000 could be reduced to approximately $400,000 dollars but, I do not believe that this would be supported by any appraisal.To move Student Assignment and Desegregation without any long range plan to put them in a location that would better meet their operational needs is not a prudent consideration. However, it is considered an alternative for the purposes of this Business Case. ALTERNATIVE TWO RELOCATION: Determining the requirements of Student Assignments and their subsequent location within the City can began immediately if it is the desire to relocate that office. However, if the intended purpose is simply to relocate the Student Assignment Office in hopes of selling the facility for profit to subsidize our budget, without any thought whatsoever towards the cost incurred with relocating the facility, you can not present a true picture or viably weight the alternatives. time, since no At this point in requirements have been compiled with regard to Student Assignment and Desegregation and no preliminary plans have been made as to where this facility would relocate other than the possibility of a vacated school, it is difficult to make a cost comparison. 4. RECOMMENDATION\nIt is recommended that Student Assignment and the Office of Desegregation stay where they are presently located in the Cashion Building on Sherman Street. 5. OBJECTIVE\nfinancial one. The objective of this recommendation is purely a Because the new location is not known, the cost to relocate Student Assignments can not be determined at this time. Although, it is conceived that the relocation and renovation costs would, hopefully, not exceed the appraised or purchase price of that building, some cost savings could be realized\nhowever, it can not be accurately determined. Assignment to present a very positive image. Because of the need of Student its location is essential to the overall academic programs of the Little Rock School District. 6. IMPACT ANALYSIS\nThe most important concern should be the impact of the general educational program and the ability of the District to present a positive image to the public, our need to continue on a year round basis. with minimal interruption. our recruiting program and our requirement to meet the needs of the parents to enroll their children. Though it is possible to relocate Student Assignment should the decision be made, these are the impacts that must be weighed carefully. 7. RESOURCE ANALYSIS\nstaff due to relocation. It will, of course, be an impact on the It can not be ascertained whether the long term operational cost of a relocation would be more or less than the present costs that are presently incurred. true picture of the resources necessary recommendation to relocate is not available. to Therefore, a support the8. FORCE FIELD ANALYSIS\nA force field analysis has not been made\nhowever, it can be assumed that some people will object to relocating Student Assignment for the sake of relocating them so that the building can be sold. overcome by placing them. if possible. But, hopefully, that could be in a location which is better suited for the overall needs of the School District. 9. GENERAL IMPLEMENTATION\nIf a decision is made to relocate Adult Education, occur this year. it would be further recommended that this not With the present turmoil that is expected this summer due to relocations of administrative and support staff, the additional move of the Student Assignment Office would have to be weighed carefully against the benefits. dce/apl/bcasesarBUSINESS CASE TRUANCY REDUCTIONBusiness Case Truancy Reduction Center Program Executive Summary The LRSD Truancy Reduction Program opened for operation on November 1, 1993. Advocacy for the implementation of a collaborative approach to school truancy reduction a group of concerned citizens composed of community leaders, youth services arose from This group agency representatives, the LRPD and LRSD officials. developed a proposal that would take advantage of permissive legislation (Act 867 of 1989) that authorized school districts to partner with the local police department in implementing a joint truancy reduction plan. The collaborative, working with the LRSD Assistant Superintendent for secondary schools and the director of Pupil Services presented a proposal to the LRSD Board of Directors for its review and Approval was granted by the Board to A staff of three paid employees and a approval on October 28,1993. open the Center forthwith. pool of volunteers has operated the Truancy Reduction Center since its beginning in November, 1993. Effective January 4, 1994 the city of Little Rock passed nocturnal curfew ordinance restricting the presence of minors a on the streets. in public places or to be in or operate a vehicle between the hours of 10:00 p.m. \u0026amp; 5:00 a.m. Sunday through Thursday or between 12:00 midnight \u0026amp; 5:00 a.m. Friday and Saturday. This Ordinance, number 16825, was amended January 3, 1995 to add a curfew for minors during normal school hours from 9:00 a.m. until 2:30 p.m., Monday through Friday. Passage and enforcement of this ordinance has had a significant impact in reducing the number of children and youth being picked up for truancy this school year. Consequently, the need to continue to maintain the Truancy Center has been reduced. A. Background Prior to the amendment of the curfew ordinance effective January rise. 17, 1995, the number of truants being picked-up by the LRPD and processed through the LRSD Truancy Reduction Center continued to The daytime curfew that makes it unlawful for school age children \u0026amp; youth to be on the streets or other public places during school hours has effectively reduced the number of youth being found on the streets between 9:00 a.m. and 2:30 p.m. During its first year of operation, the Truancy Reduction Center processed 460 The Center staff saw a 21% increase during the truant students. 1994-95 school year with 580 truant students being brought to the Center. However, with the passage of Ordinance number 16564 as amended in January, 1995, fewer \u0026amp; fewer students are being found on thestreets during school hours. During the first semester of the 1995-96 school year, the number of truants picked up dropped to 113 students. When compared with the first semester of the 1994-95 school year, we have had a 26% decrease in the number of truants processed. Because of the success of the curfew in reducing the presence of truants in public places during school hours, the need to operate a fully staffed Truancy Center has been eliminated. B. Problem Definition Three full time staff and a pool of volunteers have effectively and efficiently operated the Truancy Center since it opened on November 1, 1993, school aged students in January, With the enactment of the daytime curfew law for 1995, the average number of students processed has dropped to between five and six youngsters per week. With an annual budget of $45,915.26. and the dwindling number of students being processed, the operation is no longer cost effective. Because of the need to cut the District's operational expenses, a more cost effective method for achieving our goal of reducing truancy is needed. Three alternatives were considered. The first one is to reduce staff by 50% and reassign supervision of the Center to the Director of Safety \u0026amp; Security, alternative is to continue the Center's operation as is. The second The third alternative is to eliminate all paid staff and have truant students who are picked up by the police delivered directly to the schools to which they are assigned. This alternative would eliminate the need for a paid staff and the overhead for the operation of a central processing point. The local schools would be responsible for receiving truants. processing them, contacting parents and providing the required follow-up. C. Analysis of Alternatives 1. Alternative one would maintain the Center's operation with fewer budgeted positions. Personnel would include a secretary and one Truancy investigator. The coordinator's position, would be eliminated and those functions transferred to the Director of Safety \u0026amp; Security. Estimated costs for this option are as follows: Personnel FTE Salary/cost Truancy Officer 15,500.00 Secretary 9,000.00 (2) 1 1I Supplies Office Supplies \u0026amp; Copy machine use II Vehicle Expenses Gas, oil, maintenance 1,500 1,500 Total Cost $27,500.00 I j I 2. Alternative two would maintain the current three budgeted positions and operating budget as shown below: Personnel (Including Fringes) FTE Salary/cost Truancy Center Coordinator $26,405.00 Security Guard 17,004.00 Bus Driver 10,000.00 Sub-Total 53,409.00 Purchased Services Materials \u0026amp; Supplies 900.00 Copier Rental 133.00 Telephone Service 4 lines @ $150.00 ea (installation fee one time charge) 600.00 Wiring/Jacks- Harper 606.00 Recurring Yearly Charges 7/1 to 9/30 (3 months) 23.50 X 4 lines 94.00 X 3 months 94.00 284.00 10/1 to 6/30 (9 months) 10.85 X 4 lines 43.40 X 9 months 43.40 390.00 Sub Total 2,913.00 Annual Cost 56,322.00 (3) 1 1 I I I I 1 Clearly, in view of the District's need to reduce operational costs, with personnel costs driving around 75-80% of the total District budget, consideration of eliminating or restructuring the program to achieve its goals at a lowered financial burden is within the Districts' long-term best interest. To maintain the status quo is not a fiscally responsible option at this time. 3. Alternative three would continue the collaboration with the LRPD up but operate without having centralized processing point with paid staff. in picking students, The truants would be taken directly to the assigned schools by the police officer and turned over to a building administrator. A copy of the release form would be sent to Pupil Services as a way to continue to track truants being picked up. Each local school would be responsible for scheduling and documenting the follow-up parent conferences. This arrangement would eliminate all operational expenses, personnel or otherwise, while maintaining a commitment to truancy reduction. a Recommended changes would become effective with the beginning of the 1996-97 school year. D. Recommendation as cutting measure. It is recommended that alternative three be adopted as a cost _ This recommendation is cost efficient since no budgetary expenditures are required. E. Objectives 1. To implement a cost effective procedure for compliance with Arkansas compulsory attendance laws. To reduce personnel and operational expenditures for Truancy Reduction by eliminating manpower intensive operation. 2 . F. Impact Analysis IMS Since the partnership with the LRPD in truancy prevention will be continued and the only change is in the reduction of operational expenses, no negative impact is foreseen. A final decision of the Center's operation should be made in a timely manner so as to notify staff within contract negotiated timelines. Political Factors Closure of the Center may be perceived by commitment to truancy reduction. some as a lesse\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":453,"next_page":454,"prev_page":452,"total_pages":6797,"limit_value":12,"offset_value":5424,"total_count":81557,"first_page?":false,"last_page?":false},"facets":[{"name":"educator_resource_mediums_sms","items":[{"value":"lesson plans","hits":319},{"value":"teaching guides","hits":53},{"value":"timelines (chronologies)","hits":43},{"value":"online exhibitions","hits":38},{"value":"bibliographies","hits":15},{"value":"study guides","hits":11},{"value":"annotated bibliographies","hits":9},{"value":"learning modules","hits":6},{"value":"worksheets","hits":6},{"value":"slide shows","hits":4},{"value":"quizzes","hits":1}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"type_facet","items":[{"value":"Text","hits":40428},{"value":"StillImage","hits":35298},{"value":"MovingImage","hits":4529},{"value":"Sound","hits":3226},{"value":"Collection","hits":41},{"value":"InteractiveResource","hits":25}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Peppler, Jim","hits":4965},{"value":"Phay, John E.","hits":4712},{"value":"University of Mississippi. 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