{"response":{"docs":[{"id":"bcas_bcmss0837_570","title":"Program evaluation","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/2003-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","Educational law and legislation"],"dcterms_title":["Program evaluation"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/570"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":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(ra' LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO: Board of Education FROM: PREPARED BY: T. Kenneth James, Superintendent of Schools ij^onnie A. Lesley, Associate Superintendent for Instruction DATE: October 24, 2002 SUBJECT: Program Evaluation Agenda, 2002-03 Background Section 2.7.1 of the Revised Desegregation and Education Plan included the following obligation: LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. In response to Section 2.7.1 of the Revised Desegregation and Education Plan, the District implemented in 1999-2000 a new student assessment plan and proposed to the Board of Education a program evaluation agenda to include the most critical programs implemented pursuant to Section 2.7 and detailed in Section 5: elementary, middle, and/or high school English language arts and mathematics programs. Each year the agenda has also included the evaluation of one or more additional programssuch as the ESL program mandated by the Office for Civil Rights. Judge Wilsons Compliance Remedy A summary of the Compliance Teams interpretation of Judge Wilsons order of September 13, 2002, pertaining to the 2002-2003 programs to be evaluated is a follows: Continue to assess the programs implemented under 2.7 to improve the academic achievement of African-American students for 2002-03 and through the first semester of 2003-04. Since the District has now eliminated all fall testing, except for certain diagnostic tests that teachers administer without 1 Board of Education - Memo October 24, 2002 Page Two reporting to the district the results, this obligation to assess students ends at the end of the 2002-03 school year. The judge stated that he expected the District to use all of that available data and information in assessing the effectiveness of those programs and in deciding whether any of those programs should be modified or eliminated. Therefore, the program evaluations that will be completed as per the 2002-2003 program evaluation agenda will include all available data, including scores from previously administered fall tests, and they will all be completed by the end of the first semester of 2003-04. Each one will answer several research questions, including the one most critical to compliance, Was this program effective in improving and remediating the achievement of African American students? The Revised Desegregation and Education Plan obligated the District in Section 5 to assess students in the following programs, as follows: 5.2.1 5.2.2 5.2.3 5.3.2 Primary Reading/Language Arts. g. Monitor student performance using appropriate assessment devices. Intermediate Reading/Language Arts e. Monitor student performance using appropriate assessment devices. Secondary Schools Reading/Language Arts f. Monitor student progress and achievement using appropriate assessment devices. Mathematics Develop appropriate assessment devices for measuring individual student achievement and the success of the revised curriculum. The 2002-03 Program Evaluation Agenda outlined in this proposal includes these required components. Status of the Requirements of the 2001-02 Program Evaluation Agenda The Boards program evaluation agenda for 2001-02 was as follows: Primary Reading/Language Arts Middle and High School Literacy K-12 Mathematics and Science (CPMSA) English as a Second Language 2Board of Education - Memo October 24, 2002 Page Three None of the four program evaluations for 2001-02 has been completed as yet due to the tardiness of our receipt of the States Benchmark scores for literacy and mathematics in grades 4, 6, and 8. The scores arrived on Thursday, October 3, 2002. The Board received an update on the Early Literacy program evaluation in June 2002 based on the Observation Surveys and the Developmental Reading Assessment data. That update confirmed the findings of the 2000-01 report and also documented even higher achievement. The previous evaluation, along with the update, are on the Boards agenda for approval on October 24, 2002. I Staff have planned to produce a brief report with data and analysis as a beginning program evaluation of the grades 3-5, 6-8, and 9-12 literacy programs with a more thorough evaluation report to come at the end of 2002-03. However, without the Benchmark scores, that report has not yet been drafted. The Board has received annual reports on assessment results for each of these programs. Comprehensive program evaluations of the grades K-5 and 6-12 literacy programs will be produced at the end of the 2002-03 school year for Board approval. The CPMSA (NSF-funded project) program evaluation (the fourth annual) will be presented at the December meeting and then will be submitted to the National Science Foundation for their review and feedback. At that time, the staff will bundle each of the previous three annual reports produced thus far, along with the NSF feedback, for the Boards formal approval of these program evaluations. The ESL report was originally scheduled for an October presentation, but we have had to reschedule since we do not yet have the Benchmark data. We anticipate being able to present that study in November. The Office for Civil Rights in Dallas has been very complimentary of our 2000-01 ESL program evaluation and has asked us to assist them in providing technical assistance to other districts on how to conduct this study. When the 2001-02 report is presented, the staff will bundle the reports for 1999-2000 and 2000-01, along with the 2001-02 report for the Boards formal approval. 2002-03 Proposed Program Evaluation Agenda The District will provide for the evaluation of the following programs for 2002-03. 1. Elementary Literacy Staff will produce, with the assistance of an external expert, a comprehensive evaluation of the elementary literacy program (grades K-5) at the end of 2002-03. This study will include findings for the following four literacy programs being implemented in LRSD: Balanced Literacy (Early Literacy Learning in Arkansas or ELLA at grades K-2 and Effective Literacy at grades 3Board of Education - Memo October 24, 2002 Page Four 3-5), Balanced Literacy with Reading Recovery, Success for All, and Direct Instruction. This report will be completed and presented to the Board for approval prior to the winter break in 2003. 2. Secondary Literacy Staff will produce, with the assistance of an external expert, a comprehensive evaluation of the secondary literacy program (grades 6-12) at the end of 2002-03. This study will include findings for the Reading/Writing Workshop implemented at grades 6-8 and the English I Workshop implemented in three schools at grade 9. All available data will be used in determining the effectiveness of the overall program. 2. CPMSA (K-12 Mathematics and Science) Staff will issue a final report on and evaluation of the five-year NSF-funded project for grades K-12 mathematics and science, and it will be presented to the Board for approval prior to the winter break in 2003. When NSF (external experts) provides its feedback, that report will be added to the documents submitted to the court. Fiscal Impact The District will be able to complete all the program evaluation requirements outlined in the 2002-03 program evaluation agenda through funds already budgeted, except for the cost of the external experts who will serve on each team. The costs for external consultants to complete the 2002-03 program evaluations are not yet known since the District has not yet had the opportunity to identify who they might be and to negotiate contracts. Recommendations That the Board of Education approve the 2002-03 program evaluation agenda as outlined. BAL/adg 4LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO\nBoard of Education FROM\nPREPARED BY\nT. Kenneth James, Superintendent of Schools ^^onnie A. Lesley, Associate Superintendent for Instruction Pat Price, Director of Early Childhood and Elementary Literacy DATE\nOctober 24, 2002 SUBJECT\nEarly Literacy Program Evaluations Background The Board of Education approved in its 1999-2000 program evaluation agenda the Early Literacy program, which began implementation in fall 1999. During July and August 2000 the Assistant Superintendent of PRE presented to the Board drafts of this evaluation, which the Board tabled in August 2000 pending completion. That early draft was never completed and was not again submitted to the Board of Education for review and approval. During summer 2001 Dr. Bonnie Lesley, on behalf of the Early Literacy Program Evaluation team (Pat Price, Pat Busbea, Ann Freeman, Ed Williams, Ken Savage, Anita Gilliam, and Sharon Kiilsgaard) presented a completed 204-page program evaluation\nYear 2 Evaluation\nThe Effectiveness of the PreK-2 Literacy Program in the Little Rock School District (1999-2000 and 2000-2001). This report was presented for information, but our Section 2.7.1 Compliance Plan now requires that all program evaluations be presented for Board acceptance and approval. Dr. Steve Ross of the University of Memphis had served as an external consultant to the team. He read both a near-complete draft and made several suggestions for its improvement, which were incorporated into the final draft. He also read the final draft and responded. All grades K-2 teachers administered the assessments, both fall and spring, in all three years, 1999-2000, 2000-2001, 2001-2002. All elementary principals supervised both the fall and spring administrations of the Developmental Reading Assessment and the Observation Surveys and the Achievement Level Tests at grade 2. Central office Elementary Literacy staff conducted the training for the assessments, collected the answer documents, and participated in the analysis of data\nPatricia Price, Pat Busbea, Judy Milam, Judy Teeter, Kris Huffman, and Ann Freeman. Both Dr. Ed Williams and Board of Education - Memo October 24, 2002 Page Two Ken Savage assisted in the production and analysis of score reports. Anita Gilliam and Sharon Kiilsgaard assisted in checking the data tables for accuracy and in preparing the final reports. Copies of this program evaluation were provided to Mr. John Walker, to Ms. Ann Marshall at ODM, and to all elementary principals and elementary literacy staff. Executive summaries, including the program evaluation recommendations, were sent to all K-2 teachers with a cover memorandum congratulating them on their successes. The program evaluation was comprehensive, including the following:  an introduction:  a chapter on the literacy program design and its relationship to the Districts Strategic Plan and the Revised Desegregation and Education Plan\n a description of all of the K-2 assessments used to measure student progress\n a chapter aligning the program with national research studies on effective early literacy programs\n numerous tables displaying the data in several different ways, disaggregated by grade level and race\n an analysis of the results (based on student performance data)\n an analysis of additional data relating to achievement gap among schools and the impact of professional development on student achievement\n a chapter on findingsanswers to the six research questions originally posed\n a bibliography\nand  tables of school-level data on each assessment for the two-year period. 1 An important chapter of the program evaluation relating to Section 2.7.1 of the Revised Desegregation and Education Plan was the one on findings. Research Question 2 was as follows\n/s the new program effective in improving and remediating the academic achievement of African American students? The discussion filled pages 81-96. The following paragraph includes the criteria that were used to determine effectiveness. i To determine the effectiveness of the new program in improving and remediating the academic achievement of African American students, the District used the performance results of the Observation Survey and the Developmental Reading Assessment. The basic criterion established in determining program effectiveness for black students was that black student achievement would have to improve and then that growth over the two-year period of the programs implementation would need to be equal to, but preferably greater than, the growth of non-black students, (p. 81)Board of Education - Memo October 24, 2002 Page Three The report included a detailed analysis of all available data\nThe following findings based on Observation Survey, Developmental Reading Assessment, and Achievement Level Test results make it possible to conclude that the new early literacy program has so far been effective in improving and remediating the reading achievement of African American students, as well as all students. It is unusual in any District to find gains by both blacks and non-blacks over a two-year period on eight different measurements, as this study finds. Again, however, experts on program implementation advise that it takes approximately five years to determine program effectiveness, so this year 2 study at best establishes baseline and early trend data for comparisons in future years, (pp. 82-83) In this sections conclusions, the program evaluation included not only a summary of findings as they relate to the achievement gap, but also how they compare to the findings in recent national research on reading achievement among African American and white students: The results of two years of changes in the LRSD policies, programs, and procedures in grades PreK-2 indicate that both black and non-black children in the Little Rock School District are learning to read independently by grade 3 (see Section 5.2.1 of the Revised Desegregation and Education Plan). The findings and analyses in this report indicate trends in the opposite direction of the national research findings cited above and of scores of other similar studies. Instead of black students growing at slower rates than non-blacks, in most of the measurements the LRSD results indicate higher rates of growth of black students than non-blacks. Instead of the gap widening between grades 1 and 2 as it does in national studies, it narrows significantly in the LRSD by every one of the eight measures (five sub-tests of the Observation Survey, the Developmental Reading Assessment, and two sub-tests of the Achievement Level Test), (p. 94) Pages 107-113 included recommendations for improvement in instruction, parent involvement, interventions, and professional development. Five schools were identified for improvement since they were the lowest performing schools in at least two of the three grades tested. Recommendations for the next program evaluation were also included. These recommendations were all considered by the program staff and by school-level staff and many were immediately implemented, as well as others identified in formative evaluations during year 3. The major recommendations made to principals for program improvement included (1) ensuring that all teachers are fully trained and are implementing the District program\nand (2) adding Reading Recovery and literacy coaches wherever possible, since both of these actions in some schools had resulted in higher achievement.Board of Education - Memo October 24, 2002 Page Four At the end of 2001-02 the staff decided that another comprehensive study was not necessary so early in the program's implementation (year 3). They, therefore, presented to the Board of Education in June 2002 an update that included all the 2001- 02 scores on the Observation Surveys and Developmental Reading Assessment, along with a summary of analysis of performance, especially comparisons of African American student achievement with other students. Those findings not only confirmed the findings of the 1999-2001 study, but the results were even stronger in year 3. At the end of year 3, African American students scores were at least 90 percent of other student scores on all five measures of the Observation Survey by the end of grade 2. In other words, the achievement gap was either closed on these measurements or almost closed, given the standard of 90 percent as an acceptable ratio. On the Developmental Reading Assessment, the most difficult of the measurements, the black to non-black ratio grew from 35 percent at the beginning of kindergarten in fall 1999 to 82 percent at the end of grade 2 in 2002. Deeper analysis also revealed that although many African American children from poverty were not learning to read in grade 1, they did successfully learn to read in grade 2, so they will most likely reach the goal of independent reading by grade 3, even though they began far behind their peers. Interestingly, the grovtrth of other students generally exceeded African American student growth on the DRA in grade 1, but African American growth exceeded other student growth in grade 2. Copies of the program evaluation and the update are attached for Board members' review. Recommendation That the Board of Education accept and approve, as submitted, the following: Year 2 Evaluation\nThe Effectiveness of the PreK-2 Literacy Program in the Little Rock School District, 1999-2000 and 2000-2001 Update on the Implementation of the PreK-2 Literacy Program, Little Rock School District, 1999-2000, 2000-01, and 2001-02 BAL/adg AttachmentsLITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO\nBoard of Education FROM\nT. Kenneth James, Superintendent of Schools PREPARED BY\nI Linda Watson, Assistant Superintendent ^bBonnie A. Lesley, Associate Superintendent for Instruction DATE\nOctober 24, 2002 SUBJECT\nApproval of the Charter School Program Evaluation Background Information Dr. Linda Watson and Ms. Krishna Young, former director of the LRSD Charter School, presented to the Board of Education in June 2001 the program evaluation for the Charter School. That report was presented as information, but the Section 2.7.1 Compliance Plan requires that the Board formally approve each of the program evaluations listed on page 148 of the Final Compliance Report. The Charter School Program Evaluation was prepared by Dr. Larry McNeal, Professor at the University of Arkansas at Little Rock. Serving on the team with him were Dr. Linda Watson, Ms. Krishna Young, and Dr. Ed Williams, members of the LRSD staff. All of the Charter School teachers, grades 3-5, participated in administering the assessments\nthe Achievement Level Tests at grades 3-5, the SAT9 at grade 5, and the State Literacy and Mathematics Benchmark examinations at grade 4, and the Success for All quarterly assessments in reading. The program evaluation included not only student achievement data, but also demographic data, student attendance rates, records of suspensions, student grades, and financial costs for the program. Performance data for the program evaluation were not disaggregated by race. The student body, however, was 87 percent African American. Due primarily to budget constraints, the District eliminated funding for the Charter School in summer 2002 after two years of operation, so this program has now been abandoned. Recommendation That the Board of Education accept and approve the LRSD Charter School Program Evaluation for 2000-2001. BAL/adg Attachment 1 -ZDOi. LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 TO: Board of Education FROM: T. Kenneth James,. Superintendent of Schools PREPARED BY: Ionnie A. Lesley, Associate Superintendent for Instruction DATE: November 21,2002 SUBJECT: Approval of Program Evaluation for Southwest Middle Schools Partnership with Southwest Education Development Lab (SEDL) Background Information During 1998-99 and 1999-2000 SEDL formed a two-year research partnership with five schools in their five-state region. The project was entitled Facilitating Implementation of Reform Strategies and Tactics (FIRST). Southwest Middle School was the only middle school to be selected for participation. The focus areas for the project at Southwest were literacy achievement: mathematics achievement\nstudent attendance\nand student health, wellness, and safety. The SEDL staff published two evaluations of their work with the five schools and their findings relating to the effectiveness of certain school improvement efforts. Those two reports are attached. LRSD s PRE department through Dr. Ed Williams provided data over the two-year period as requested by SEDL for their analysis. In addition, SEDL conducted informal surveys, observations, and interviews and documented each schools conditions with journal entries (see p. 2, Volume 9, Number f. Issues about Change). SEDL staff, primarily Dr. DeEtte Cowan, conducted the study and wrote the program evaluation. Southwest Middle Schools principal and grades 6-8 teachers participated in data collection and in administering student assessments. Five core issues were identified as having significant impact on the five schools past and present efforts at improvement:  organizational structures  focus of improvement work  personal and social dynamics  contextual influences  , leadership. Board of Education - Memo November 21, 2002 Page Two Although the purpose of the SEDL study was not specifically to determine the  rrQ\u0026lt;'Tn/Anr,r.n _Z___ . rr . . . reform efforts on the academic achievement of African American children, whatever findings were made would be relevant t:..,, Z__L___' Schools students are almost all African Americans. The findings for Southwest found as follows in the Volume 9, Number 2 report: since Southwest Middle are organizational structuresp. 4, first column (year 1) and second column (Year 2) focus of improvement workp. 2, second column (year 1) personal and social dynamicsp. 5, second column (year 1) and p 6 first column  contextual influencesp. 6, second column leadership p. 8, first column (year 1) and p. 8, second column (year 2) In conclusion, when improved academic achievement did not including Southwest, the researchers stated the following: occur in the five schools, While increased student achievement is the goal of any responsible school improvement effort, administrative and organizational difficulties must often be addressed before a coherent view of the student body and its needs can be formulated and connected to staff capabilities and goals. Left unaddressed issues of leadership, organization, and context, as well as personal and social dynamics can detail school improvement efforts and sap the energy of the most gifted and talented teachers. Most critically, if these /ssues are not addressed and a schoolwide improvement effort is not advanced, the quality of education individual students receive can become simply a matter of chance and class assignment (pp. 9-10, Volume 9, Number?). Recommendation That the Board of Education approve the attached research reports on the Facilitatinq Implementation of Reform Strategies and Tactics (FIRST) project / M C* . .Xi_________ X 1   I I I Al I. ... ' ' ' ..UHCU.CIUOUUII UI r\\erorm iiraiegies and lactics (FIRST) project as the proqram evaluations for Southwest Middle School's participation in the SEDL partnership. BAL/adg AttachmentVolume 9, Number 2 2000 Issues . about Change Year One and Year Two: What Do You Do In Comprehensive School Improvement Introduction During the summer of 1998, the Southwest Educational Development Laboratory (SEDL) began a partnership project entitled Facihtating Implementation of Reform Strategies and Tactics (FIRST). A two-year initiative, FIRST partnered staff from SEDLs Strategies for Increasing School Success (SISS) program with staff at five schoolsone in each of the five states defining SEDLs service region^Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. These initiatives would differ from former models of school improvement. FIRST partnerships would be long-term, broad scale, in-depth. u. joined at the hip partnerships focusing on the identified needs of the schools and including all relevant staff. Identified needs were not hmited to a particular program or organizational aspect of the school, but could encompass curriculmn, instruction, assessment, classroom management, professional development, parental and community involvement, school management, and a consideration of how these parts fxmctioned as a whole to create a particular school culture. For two years, SEDL staff provided information, guidance, and technical support for improvement efforts determined by the school personnel. FIRST schools collaborated with SEDL in conducting interviews, surveys, and observations about the course these improvement efforts took, including major accomplishments and stumbling blocks. The entire school program was examined and prioritized\nspecific academic areas and/or organizational structures were chosen as the focus of improvement work at each of the FIRST schools. The intent of the FIRST project was to develop the capacity of school personnel to plan, monitor, and continue improvement efforts. To that end, technical assistance providers were enlisted and coordinated with SEDL staffs work to assist the schools during the FIRST initiative. FIRST schools represented the regions diversity on many levels\nthree high schools (Banner, Community, and Pelican), one middle school (Tall Pines), and one K-8 school (San Fernando) were chosen. These schools, whose names are pseudonyms, served students across a range of ethnic and socioeconomic backgroimds, and struggled with issues both specific to their schools and common to many schools (e.g. low student achievement, lack of parent involvement). In the course of the research into school improvement strategies and particularly through the first year of experience in partner schools, SEDL staff identified and confirmed the primacy of five core issues for school improvement efforts. The staffs analysis of school issues and strategies for advancing school improvement was framed within these areas: focus of the improvement work, orgamzational structures that support school change, personal and social dynamics of the indi'viduals and organizations involved, the Southwest Educational Development Laboratory 211 East Seventh-Street, Austin, Texas 78701 (512) 476-6861widening circles of contexts that influence school work, and leadership that influence all of the preceding can Much of the first year of SEDL staffs work was devoted to becoming familiar -wi-th the school culture and context, and building relationships -wi-th school personnel. First year efforts tended to identify the issues that impeded school improvement. As these issues had often been hidden by routine and low expectations prior to the partnership, many participants became discouraged as improvement efforts caused these issues to emerge or re-emerge. I Major tasks facing the SEDL staff in the second year thus included maintaining momentum in ongoing changa efforts, continuing relationship-building, and celebrating accomphshments as they occurred. SEDL partners had bmlt trust -with school staff in their roles as external changa facilitatorsneutral parties in district, school, and interpersonal pohtics. In order to advance change efforts and maintain this trust, SEDL personnel focused their efforts on each schools identified needs, with particular attention to the five core school change issues. Focus of the Improvement Work Year 1. In order for partner schools to fully engage in the work of school improvement, the focus of the improvement work that was undertaken was identified and chosen with the full participation of staff at each school. The level and root of difficulty in achieving this objective varied from school to school. For example, Barmer High School was reconstituted during the first year of its partnership with SEDL. In its effort to provide students with a sense of community and to encourage personal relationships between students sind teachers, this single large high school was divided into four academies. The focus of improvement work quickly became apparent\nimplementation of the academies concepts and structures. At San Fernando School, SEDL assisted staff in re-viewing achievement data and performing action research. As a result of their learning, staff at San Fernando decided to focus improvement work on student retention of skills, and on curriculum, particularly in mathematics. The SEDL facilitator at Cnm-munity High School conducted student focus groups for faculty observation, supported professional development for faculty and administrators, and assisted in the collection and analysis of data from multiple so-urces in the community and from students. Freshman student success was chosen as the focus of improvement work, and the rest of the first year at Commimity High was spent identifying leverage points and making plans for implementation in the second year. At Pelican High School, issues of communication between the central office and the school inserted themselves into efforts to define the focus of improvement work. These issues were worked on as the facilitator introduced the study of student achievement data and its analysis, followed by tie-fining a -vision focused on student outcomes. While staff and administrators quickly agreed to focus efforts on improving instructional effectiveness, the consensus broke down when the SEDL facilitator pushed for more specifics. The staff ultimately decided to focus on planning^ as a way of addressing instructional effectiveness. Student achievement and other forms of data were collected by SEDL staff and utilized to inform staff at Tall Pines Middle School about the academic needs of students and the factors operating -within the school that impacted student learning. SEDL facilitated development of a shared -vision of exemplary SEDL 2schools through the distribution of researchbased studies on successful middle school reform. With this support and guidance, Tall Pines staff identified four areas for improvement\nhteracy achievement, mathematics achievement\nstudent attendance\nand student health, wellness, and safety. Year 2. In Year 2, SEDL staff sought to ensure that students remained a visible and vital target of school improvement efforts. At Tall Pines, an administrator from a neighboring school district, trained by staff from SEDLs Program for Teaching and Learning (PITL), developed Uid delivered professional development for teachers that focused on what students learnednot what teachers taught. As part of their year-long staff development in mathematics instruction, teachers at San Fernando were trained in conducting student interviews, in order to gain insight into the process and success of student learning To discover and disseminate student priorities and perceptions, SEDL staff conducted student focus groups at San Fernando School, Community High, and Pehcan High. At Pehcan High School, development of a school improvement plan began as SEDL engaged Pehcan staff in a return to the schools migainn and vision, and led the staff in reflecting on the skills and attributes of an ideal Pehcan High graduate. - These efforts to keep school improvement work focused on students helped to diminish political issues and increase staff enthusiasm and commitment. At Pelican High School, for example, staff who had been adept at blaming external circumstancedistrict pohcy, student socio-economic background^for students lack of success began to see and take responsibility for their impact on students. Staff became both more accountable and more enthusiastic as they planned, implemented, assessed, and revised specific strategies for improved student achievement. SEDL made available the resources of both its SISS and PITL programs, creating and dehvering professional development activities specifi.c to each schools needs\nconducting, analyzing, reporting and guiding revision in response to the assessment of school improvement strategies that were initiated\nleading, planning, and attending meetings of school and/or district staff\nand providing each school an observer and aUy both removed from divisive school issues and fuUy committed to school improvement and increased student achievement. In addition, SEDL staff brought in outside experts and assisted schools in accessing local resources, and devp1 oping relationships between school and district staff, and between the FIRST school and education professionals at neighboring schools and universities. Reflection. Lack of access to and understanding of student achievement data played a large role in the difficulties encountered as each partner school sought to define and maintain the focus of their improvement efforts. SEDL spent time at each school gathering existing data, collecting new data, and training school staff in interpreting data and identifying logical, research-tested strategies for school improvement In the absence of empirical information about their students' achievement, school staff had developed their own rationale for student achievement and lack of achievement. SEDL staff had to address these straw men,' ft including: student socioeconomic background\ngovernment-mandated program .q, standards, and measurements\ninterpersonal disputes\nand other factors outside staff control. SEDL partners pushed school staff to assume responsibility for student learning, and to believe in their ability to positively affect that learning 3 SEDLOrganizational Structures Year 1. During Year 1, SEDL staff famiharized themselves with the organizational structures that existed at partner schools, and assisted in the development of orgamzational structures where there were none. 'The reconstitution of Banner High School into academies required that new communication structures be developed and implemented. Pehcan High School, which had recently been created by the division of a K-12 school into an elementary, middle, and high school, had a similar need to develop new organizational structures, particularly addressing commumcation between central office staff and the school. At Community High and San Fernando School, organizational structures that were already in place were strengthened and supported through the FIRST partnership. At Commumty High, the principal provided meals and, in some cases, stipends, in support of afterschool planning meetings among teachers\nthis was to change in year two. Facffitation of meetings at San Fernando School helped to assure that all staff were included in plannings and all voices were heard at staff meetings. At San Fernando, SEDL also assisted in the creation and operation of action research teams, which collected and presented the data utilized in developing that schools focus of improvement work. Organizational structures at Tail Pines provided little support for change. Systems for routine procedures, such as tracking attendance and communicating hallway duties, were lacking. Communication among teachers and between the school administration and teachers was sporadic and ineffective. Structures such as grade level teams and the schools steering committee, while in place, were not utihzed effectively. Grade level teams collaborated on student discipline, parent/teacher conferences, and planning for special events. The schools steering committee existed primarily to commumcate the principals unilaterally developed agenda to the rest of the staff. Expectations and opportunities for teacher leadership or problem-solving were nearly nonexistent. Year 2. During the FIRST initiatives second year, orgamzational structures remained a focus of attention at partner schools. SEDL facihtators sought to enhance structures and practices that worked and mitigate the effects of structures that did not exist or work well. When funds to provide meals and stipends for professional development dried up at Community High School, SEDL supported the principal in utilizing other school resources to support unprovement efforts. Communication via e-mail helped fill the gap created by fewer meetings\nthe schools video equipment (and students) provided a means to create videotapes of training activities. At Pelican High School, in light of a new school structure, and with the cooperation of a new administrator, SEDL staff supported school personnel in adapting necessary procedures to the new organization and structures. At Banner High School, FIRST efforts targeted one academy of the four (that understood the value of FIRST and articulated interest) created by the division of a large high school. The lack of organizational structure at Tall Pines Middle School remained a .signifirant obstacle to school improvement efforts. The SEDL facilitator at Tail Pines advocated for fuller use of existing organizational structures, and helped the principal realize the strength and skills of the campus leadership team. In addition, the facilitator created opportunities from external mandated policies\nthe district required the completion of a campus plana difficult task given the lack of organization and staff expertise that characterized Tall Pines. The SEDL coordinator volunteered to assist in this effort, and in the process modeled I i SEDL 4inclusion, data driven decisions, planning and communicationand embedded greater capacity for ongoing school improvement into Tall Pines future. District requirements provided accoimtabhity and legitimacy to school efforts at San Fernando School. Here, the SEPT, facilitator utihzed district pressure to align curriculum within the school, and with state assessments helped to unify teachers^by quelling resistanci in taking the next steps in the schools focus on improved mathematics instruction and achievement. Reflection. As a result of two years work in partner schools, SEDL staff learned that they had been too optimistic in terms of organizational structures at partner schools. Partner schools functioned with minimal organization, allowing informal networks and unspoken expectations to guide and define their work, and reinforcing the isolation of teachers in their individual classrooms. Without clear access to information, the means to express opinions, or the assurance that their perspective would be honored, teachers and staff retreated from one another, convinced themselves that school-wide improvement was impossible, and focused their efforts narrowly. SEDL facilitators found themselves  working within organizational structures that were cumbersome and ineffective, or creating new organizational structures with personnel who were often skeptical and occasionally resistant. Facihtators found this work to be critical to maintaining improvement efforts, but also to be quite difficult, thankless, and slow to show benefits. improvement efforts at each school, advanced dynamics that supported those efforts, and most criticallyavoided being drawn into or ahgned with any one side of personal and social conflicts involving the partner schools. At Banner and Community High Schools, personal and socieil dynaTnirs were generally positive. Banner High School was marked by strong, clear, and widespread teacher conTmitrnp-nt. to and knowledge of students. For the most part, this commitment fueled supportive professional relationships between teachers, although there was little opportunity for teachers suggestions to be incorporated into administrative decisions about the new academy structure. At Commumty High School, trust in the principal translated into the ability for teachers to work well with one another, and to ignore small factions that arose in opposition to improvement efforts. In schools where the personal and social dynamics were less positive, SEDL facihtators sought to engage all staff in the improvement effortsand in the meetings eind decisionmaking that informed and shaped those efforts. Nudging teachers to learn one anothers names by asking a group who is missing provided a small but vital fotmdation for teachers to begin talking to one another about instruction at Pelican High School. At San Fernando, providing the opportunity for staff to discuss the issues that simmered between them allowed some of these issues to be resolved. At Tall Pines, attending to organizational structures helped to dispel some of the tensions that precluded the development of strong personal relationships among teachers and staff. Personal and Social Dynamics of Individuals and Organizations Year 1. SEDL facilitators observed the personal and social dynamics that impacted Year 2. For the most part, issues of personal and social dynamics were addressed only tangentially during the second year. SEDL staff maintained their focus on building relationships among teachers and between 5 SEDLteachers and adm i n i strators in the context of professional development and school improvement efforts. When facilitating meetings, SEDL staff worked to ensure that every voice was heard, and maintained professional neutrahty when tensions emerged. SEDL staff utilized emerging teacher leaders and other individuals invested in school change efforts to encourage schoolwide commitment to the project. In this project and in others, SEDL has learned that professional growth, focused efforts toward school improvement, and the academic success of students form the strongest bonds between school professionals. Banner High School and Tall Pines Middle School did provide notable exceptions, where personal and social d5mamics jeopardized improvement efforts. At Banner, three of the four academy principals began to isolate and undermine the fourth principal, and to reduce their commitment to the FIRST project. These three principals ultimately left the FIRST project, and the SEDL facflitator worked exclusively with that fourth principal, in the academy she administered. Issues related to leadership negatively impacted personal and social dynamics at Tall Pines Middle School. A school climate survey was conducted during each year of the FIRST projectall indicators fell in the second year, and the subscale of Collegial support fell most dramatically. Unfortunately, SEDL could do little to directly address these issues until issues of leadership improved. Reflection. Personal and social dynamics is perhaps the least distinctly bounded of the five critical areas the FIRST project identified and addressed. Problems that are rooted in leadership, context, and organizational structures almost always affect personal and social dynamics negatively. Similarly^ advancement in any of the four other areas tends to support positive dynamics. But, while SEDL facihtators acknowledged that personal and social dynamics tended to bleed into and out of the other critical areas, they found it remained an important area to consider independently. one When school personnel know and trust another, the work of school change gets easier. Communicating expectations of respect and participation, bringing parties in conflict together to dialogue, and teaching techniques for assuring full participation and equal representation helped to advance positive personal and social dynamics, which in turn advanced school improvement efforts. Contextual Influences Year 1. Each of the five partner schools operated within a different community and district context. At Community and Banner High Schools, contextual issues were minimal, and easily addressed through assuring clear communication between all stakeholders. This was a central tenet of the focus of improvement efforts, although some attention was required at Banner because of the schools reaction to the community and city politics that were at play. Contextual issues were most significant at Tall Pines, where new state and di strict, pohcies and mandated curricular changes created new roles, relationships, and responsibflities among administrntors, teachers, parents, and students. In addition. Tail Pines operated under a long-standing desegregation order that required careful scrutiny of any changes that might affect the racial composition of the school. A strong teachers union actively monitored the effect of these changes and FIRST improvement efforts on teachers work and responsibflities. At Tall Pines, SEDL sought to connect all these factors to develop a coherent improvement effort. SEDL 6 1Similarly, tensions between the digfrict- and school at Pelican High School were addressed in the first year by providing opportunities for representatives of each orgamzation to meet, dialogue, and problem- solve. The establishment of regular meetings had a powerful and immediate impact on communication and trust between school and district personnel. The students at San Fernando School provided this school its most challenging contextual issue. While most of the core staff at San Fernando were Euro-American, the majority of instructional assistants and students were Native American and T-Tispanic SEDL staff worked to assure that the voices of instructional assistants were included and honored at staff meetings, and brought in research-based materials on connecting school curricula to students ethnic and cultural backgrounds. Year 2. SEDL facilitators continued to assist school personnel in identifying and responding to a variety of contextual influences. Peril a pi more critically, SEDL facilitators sought to maintain school focus on improvement goals and specific activities toward those goals, in order to prevent contextual influences from becoming excuses for stasis. SEDL helped school personnel learn to define their real IS spheres of influence and to handle issues of context. They also provided technical support in the completion of campus improvement plans, offered advice on utilization of Title I funds, and guided professional development in areas of multiculturalisni and age-appropriate teaching strategies. Reflection. While schools are the location of improvement work, they are critically affected for better or worse by the context in which they exist. External change facilitators must have a wide and deep range of strategies and uiformation in oi\nder to be ready to anticipate and address issues of context during improvement efforts. Bringing all parties to the table, where possible, is the best first strategy in addressing contextual issues. In aU cases, more and better communication, and more and better understanding mitigated the negative aspects of context, and allowed stakeholders to begin to imagine context as a strength of, and not a hindrance to, their school. Leadership Year 1. Gathering an accurate impression of each partner school was the first step for SEDL facihtators across each of the five critical arpas for school improvement. Doing so quickly was particularly important in the area of leadership. While shared leadership is acknowledged as a pwerful form of school administration, at the FIRST partner schools, the principals retained most of the power, made most of the admimstrative decisions unilaterally, and thus wielded tremendous influence on the staffs perception of the FIRST initiative and their willingness to fiflly participate. At Community High School, relationships between staff and a d m i m'.gtr a tors were generally positive, and the Assistant Principal was particularly enthusiastic about the FIRST project. His enthusiasm would eventually lead him to overload the project with mitiatives, but at the beginning it served to create momentum, interest, and commitment among school staff. During the first year, tensions between the four academy principals at Banner High School came to a head. When the fm-mer superintendent had made them equals as administrators, she had not provided them with any model for operating as such. The resulting power struggle defused improvement efforts and negatively impacted interpersonal dynamics. The SEDL facihtator sought to assuage hurt feelings and discover and i 7 SEDL Ldisseminate leadership models that might work between these four administrators. She was unsuccessful at finding such a model, and ultimately decided to focus the FIRST project on only one of the academies. Leadership at Tall Pines was a very apparent area for potential improvement. The principal, though well meaning, seemed not to understand the function or practical value of shared leadership. While both a steering committee and campus leadership team were in place, there were no clearly defined areas of responsibihty for each or between the two. The principal rarely shared substantive decisionmaking with either body, and in fact appointed some members of the campus leadership team despite district guidelines calling for their election. When the principal did delegate responsibility, he neither monitored nor followed up to gauge progress or to identify how he could support staff efforts. As a result, many tasks were never completed, or if completed, were not recorded. Within this environment, the SEDL facihtator sought to develop a shared focus and a sense of self-efficacy among the staff. While this approach yielded enthusiasm in small group settings, plans were often jettisoned in responses to some crisis or other, and no coherent improvement plan could be developed and maintained. The principalship at San Fernando School and Pehcan High School changed hands after the first year of the FIRST initiative. At each of these schools, SEDL facihtators began again with new administrators, and built upon the relationships they had established with school staff. At Pehcan the facihtator was able to establish an immediate positive relationship with the new principal, while at San Fernando, teacher leaders maintained continuation of the project and specifically asked the new principal in the hiring interview if she was willing to support the SEDL project. In both instances, this turnover negatively impacted the momentum of the project, but did not completely erase the achievements nor void the plans made for implementation of school improvement efforts. Year 2. SEDL staff worked with FIRST school principals where they were, and in some cases, where they were not. When three of four principals in Banner High Schools new academy structure evidenced a lack of interest in or focus on how SEDL might support them, SEDL shifted its focus to full, supportive cooperation with the one principal who remained active and interested. At Tall Pines Middle School, the need for better management of routine procedures impeded efforts at communication, change, and improvement. The SEDL facihtator worked to develop leadership skills of the principal and of school staff. She advocated for utilizing existing structmes to share decision-making with the staff, and by the end of the project year, the campus leadership team was more involved in important decisions about school personnel and pohcies. In addition, the SEDL FIRST facihtator ultimately met with the school principal behind closed doors and confronted him about the need for stronger management and greater administrator visibihty in the school. The principal was able to accept this counsel, and made changes. At Community High School, one principals enthusiasm for the focus on freshman students led him to overbuild that program, nearly to the breaking point. The SEDL facilitator at Community High advocated for the staff and brought this principal to an awareness ofand sense of humor about^his tendency to take on too much. f i i At two FIRST schools, the projects second year began with new principals. SEDL facihtators took responsibihty for educating these fldTnini.qtrat.ors on the history, purposes. I SEDL 8and progress of the FIRST initiative. At Pelican High School, SEDL consistently supported and advanced the strengths of the new principal, even in trying times of adjustment. The SEDL facilitator pushed the new Pelican principal to define his vision of leadership, and supported the principal in implementing that vision throughout the predictable highs and lows of adjusting to a new school and a new assistant principal. At San Fernando school, the SEDL facilitator explained the staffs choice of mathematics as a school focus, and supported the principal in advancing this focus even as the district pushed for a shift to reading. The SEDL facihtator helped to assure the principals interest in professional development and assessment were incorporated into the school improvement plans, and reminded the principal that change takes time. When this principal also left the school, SEDL began again with San Fernandos third leader, explaining the FIRST initiatives focus, detailing the history and achievements of the staff, and offering continued assistance. Reflection. Through FIRST and other school improvement initiatives, SEDL has developed an abiding respect for the role of leadership in any school change effort. These efforts advance most effectively and smoothly in schools where principals are committed to high quality mstruction leading to success for every student\nare adept at handling both day-to-day operations as well as the crises that routinely break these routines\nenjoy strong working relationships with district and school staff\nand have both the professional security and commitment to advance and utihze teacher leadership. Unfortimately, principals with such broad and deep strengths are few and far between. In addition, all school leaders subject to relocation, retirement, and are reassignment. Shifts in leadership, even when anticipated, can have profound, lingering, deleterious effects on teacher morale and school improvement efforts. SEDL supported principals who had skills and strengthened the skill base of principals who struggled with leadership. Developing personal relationships with these administrators was an important first step. Once this foundation was estabhshed, SEDL facilitators shared professional literature on leadership with principals and coached the principals on leadership strategies ranging from use of active verbs and first person plural (in their communication with teachers) to implementing significant shared leadership. SEDL also sought to connect these school administrators with a wide web of ongoing support, and so assisted in building relationships between FIRST school principals, and supported their professional development and attendance at national and local conferences. Conclusions Through the FIRST initiative, SEDL has developed a body of research on school improvement efforts that includes close study of five schools in the process of change, a widening library of strategies for supporting school change, and confirmation of the critical role change agents can play in schools undertaking improvement and change. As outside agents, change facihtators can develop a clearer view of dynamics that support and impede change efforts, and provide and build resources and abihties. In addition, they can offer assistance that is free of existing power relationships and requirements, can advocate for aU school personnel, md, most importantly, can maintain the focus of improvement efforts on unproved instruction and increased student achievement. While increased student achievement is the goal of any responsible school improvement effort, administrative and organizational difficulties must often be addressed before a coherent view of the student body and its needs can be formulated and connected to staff capabihties and goals. Left unaddressed, issues 9 SEDLof leadership, organization, and context, as well as personal and social dynetmics can derail school improvement efforts and sap the energy of the most gifted and dedicated teachers. Most critically, if these issues are not addressed and a schoolwide improvement effort is not advanced, the quality of education individual students receive can become simply a matter of chance and class assignment. School change is a daunting proposal, and school change professionals must develop and utilize a deep and broad variety of strategies for assisting schools in change and improvement. Change facilitators must be able to respond to the particular issues of a school, and must be willing to devote time and attention to developing a clear understanding of the schools readiness and its cultural ethos, in order to adapt and implement change strategies that are specific to each schools circnmstance In addition, change agents must maintain an awareness of more universal issues in education^including administrative turnover, fluctuating funds, and student populations that are increasingly diverse and face increasing demands, both academic and personal. i i 1 j i Issues.-.about Change is published twice a year by Southwest Educational Development Laboratory. This issue was written by Melissa Capers, consultant\nD'Ette Cowan, SEDL Program Associate\nand Grace Fleming, Tara Leo, and Melanie Morrissey, Program Spedahsts, SEDL. SEDL I OERI This publication is based on work sponsored wholly, or in part, by the OfBce of Educational Research \u0026amp; Improvement, U.S. Department of Education, under Contract Number RP91002003. The contents of this publication do not necessarily reflect the views of OERI, the Department, or any other agency of the U. S. Government. This publication may be reproduced and copies distributed to others. Please acknowledge SEDL as the source on all copies. I i I I I J i SEDL 10Voltime 9, Number 1 2000 Issues . . about Change Comprehensive School Improvement: Addressing the Challenges The report of the 1996 National Commission on Teaching and Americas Future bore a strong message regarding the need for educational change\nSchool transformation cannot succeed unless it focuses on creating conditions in which teachers can teach and teach well. This report, coupled with current nationwide interest in encouraging schools to adopt comprehensive reform strategies or programs, urgently communicates the need for school improvement. Such reform may not be much to ask of schools that are already supported by adequate funding, continuous professional development programs, and active parent involvement. Many schools dont fit that picture however, and are crying out for help. It is with these schools, the ones that are struggling to meet the needs of their students, that SEDL has engaged in the Facilitating Implementation of Reform Strategies and Tactics (FIRST) project. The goals of this paper are to provide a deeper understanding of how schools experience comprehensive reform and to identify the issues that affect schools efforts at improvement. Taking a Different Approach This project took a systemwide look at comprehensive school improvement while simultaneously working with schools that were undertaking reform efforts. For the purposes of this work, comprehensive school improvement is an inclusive term for engaging an entire school staff in an in-depth study of the teaching and learning process. Emphasis is placed on the examination of all aspects of the school  curriculum, instruction, assessment, classroom management, professional development, parental and community involvement, school management, and so on and identification of how all of these parts can work together to improve student results. SEDL formed in-depth partnerships with five schools, one in each state of the educational laboratorys diverse service region. These partnerships were intended to differ from former models of school improvement in three specific ways. First, the focus of attention and assistance was on the entire school program and all factors that have the potential to affect student learning. This work was in no way to be a quick fix to show a fast turnaround in standardized test scores. Rather, the intent was to develop the capacity of school personnel and to promote their engagement in continuous improvement. Second, the existing and proposed structures and practices at each school site were examined in terms of their expected benefits for student learning. Each schools needs were viewed as individual and unique, which required the creation of a program tailored to that specific site and a process to address specific areas of need. Third, multiple technical assistance providers were coordinated to assist in the improvement efforts at each site during the FIRST project, and also beyond that time, to enable staff to stay informed and current in their practice. Again, because of the individual needs of each school site, the providers and the assistance that they offered varied. Developing Alliances with Schools Similarities existed among the schools in that each entered the partnership acknowledging that it was at risk of fading to meet the learning needs of its students, and each lacked experiences in school change. More important, staff at the five sites expressed their interest and commitment to the partnership as a means of producing meaningful changes in their schools and positively affecting student results. Southwest Educational Development Laboratory 211 East Seventh Street, Austin, Texas 78701 (512) 476-6861Together, the sites- displayed characteristics that are symptomatic of the challenges in pubhc education across the nationachievement scores were consistently low or falling, students were unhappy and/or unmotivated, parents were ignored, community members were disengaged, and school staff did not beheve they could affect student learning. The sues varied in terms of geography and demographics (race, ethnicity, socioeconomic status, students cultural background), as well as in their capacity for reform planning and implementation. What We Are Learning SEDL staff conducted ongoing informal surveys, observations, and interviews, and documented each schools existing conditions with journal entries. In the process of reviewing the first years work across all five sites, the researchers found five core issues, each of which had signifirant impact on the schools past and present efforts at improvement:  organizational structures  focus of improvement work  personal and social dynamics  contextual influences  leadership. While the school sites themselves were more dissimilar than similar, the five core issues were factors at each site, to varying degrees. Such commonalities motivated SEDL staff to examine more thoroughly the core issues and their impact on each of the schools. Each of the core issues is thematic, encompassing a number of related areas in which the schools have needed assistance. The issues are highly interactive and interrelated, some to a stronger degree than others. Growth and progress at each site required that the external agent be aware of the five core issues. Actions were taken to nurture, support, and encourage positive developments within each of the core issues, in attempts to build up the capacity of staff and administration and to develop a system that is supportive of change. Findings regarding these issues have evolved from the experiences, observations, and documentation of work done at the five sites by SEDL staff and by the shared observations and commentary of the school staffs. This paper will clarify and discuss each core issue, using observations from the FIRST sites. While the situation in the schools with respect to these core issues does raise concerns, SEDL staff feel it is increasingly important to assess the overall picture, to acknowledge school staffs weaknesses along with their strengths, in order to knowledgeably facihtate school change. While SEDL staff continue to work on these issues with schools, it is hoped that other external school improvement facihtators will benefit from the insights provided regarding the challenges that all schools may face as they undertake comprehensive reform. Organizational Structures With appropriate structures and processes in place, effective schools run efficiently. At the FIRST schools, many of the necessary organizational supports were lacking, and the result was disorganization, unclear directions and processes, few to no avenues for problem solving or collaboration among staff, and frustrated teachers. Three specific areas within the organizational structures of schools were identified as areas that needed attention: time, communication, and organization. Finding time. One of the schools had regularly scheduled in-services for the whole staff to meet for professional development or collaboration. At the other four sites, faculty meetings were often held after school and were kept short to stay within state or union guidelines. Such meetings functioned primarily as a time to address administrative items, rather an to provide an opportunity for staff to come together as a whole for learning, problem solving, or decisionmaking. The result was fragmented understanding of the schools vision or collective purpose and continued isolation of teachers within their own classroom, grade level, and/or subject area. f 1 Though in-service days and/or daily planning periods of 45 minutes or longer were scheduled at each school site, the staffs tended to use the time SEDL 2 Iindependently for grading, planning, etc. No times or structures were designated specifically to facilitate collaboration among teachers. The inabihty to find time and/or the inefficient use of time greatly affected staffs opportunities to discuss issues regarding their vision, their goals, the school, the students, and the curriculum. 1110 result at each of the sites was a disconnection of purpose, intent, and action. Staff and administrators at each site identified a need for making time to work together as a staff and for using allotted time efficiently. This particular issue required ongoing negotiation and creative problem solving between SEDL staff and the campus administrator(s). In some instances, the large size of the staff and limited time constraints have meant that only, part of a staff was together at any one point. Within this configuration, the staffs were just learning how to use their time most productively so that their collective work has a positive impact on student learning. Communication. Although aU the schools could identify some form(s) of communication between administrators, staff, students, and parents, several of them did not have a regular means of daily or weekly communication of events. Rather, they rehed on word-of-mouth messages and/or PA announcements, which were disruptive and frequently consumed valuable classroom instruction time. Each of the schools lacked efficient methods for regular, ongoing communication regarding events whether scheduled or unscheduled. Such inadequate communication often resulted in last minute scrambhng on due dates, changes in staff or student meetings, and in hasty decisionmaking. At three of the schools in particular, information from the central office was not communicated to staff and/or administrators effectively or in a timely manner. Since much of the communication between schools and the central office is in the form of requests, concerns, or questions, the lack of efficient systems for such communication led to misinformation and confusion. Several of the school sites did not have any consistent means of communicating calendar events to parents, and so parental involvement in school activities was limited. School stakeholdersthe students, parents, and community members were rarely informed of or invited to participate in school activities, especially those that required decisionmaking. Teachers contact with parents was generally in the context of reporting concerns or grievances regarding their students. Parents and surrounding community members were viewed as unsupportive of schools efforts, and yet the staffs did not know how to nurture more positive relationships. Organization. In the time that SEDL staff spent in the schools during the first year, it appeared that few organizational systems were in place for making requests, identifying concerns, allocating materials or resources, or handling necessary paperwork. At one school site, it was not unusual for administrators to be unaware of a students location  during the day, since no system existed for accessing students class schedules. If a parent came to pick up his or her child, or the administrator wanted to talk to a particular student, school office personnel would have to interrupt instructional time by making a call over the PA system asking the child to report to the office. Most office personnel and administrators had not designed an efficient system for filing or accessing pertinent information, whether it was a state mandate regarding curriculum, personnel information, or student records. Focus of Improvement Work Maintaining an undeviating focus on students is central to identifying and articulating purposeful intent for any schools reform work. Such a focus was lacking at the sites. Often, small groups or individuals appeared to have a grasp of the overall intent of improvement work at the sites, but staffwide common focus and effort were not apparent. Also significant were the low levels of teacher empowerment found within these schools teachers ability and willingness to access information, identify needs and potential solutions, and engage in self-study were hmited. The result was inconsistency of purpose, mixed messages, and inefficient implementation of instructional strategies across the sites. Four specific areas of need 3 SEDLwere noted this first year: data analysis, problem solving, access to inrormation/resources, and conflict resolution/celebration. Data analysis. SEDL staff involved each school staff in examining their schools strengths and areas of concern, engaging the entire staff in data collection, analyzing trends, and developing hypotheses. Four of the five sites found it diffimit to provide recent student achievement data for this process, often not having the scores from the past years assessments on hand at the school. Accessing longitudinal dau for interpretation and analysis was even more difficult. When SEDL staff did access student achievement data, the staff were not clear about the usefulness of information gained from examining these data. Teachers and administrators exhibited limited understanding of alternative student assessment techniques, and this restricted their ability to accurately identify the needs of their students. Therefore, SEDL staff began to teach the school staffs how to interpret and analyze testing data. Once data were accessed, and teachers were taught how to read the scores and use them to identify strengths and needs, dialogue about the impact of instruction in the classroom began. Collaborative problem solving. Beyond the examination of data is the opportunity for school staffs to engage in dialogue regarding the needs of their students and their school. Before estabhsh- ing a partnership with SEDL, the five school sites had devoted little to no time to such discourse. As noted in the Organizational Structures section above, there was limited time provided for collaborative work. When administrators or staff attempted to discuss needs, it was often in a context of hurried decisionmaking, without referring to data or acknowledging everyones concerns. Dialogue techniquesallowing everyones voice to be heard without judgementwere not employed at any of the school sites. No clear norms were established for the school personnel to use in group discussions. The result was that a few vocal staff members at each school site were heard, while the test of the group was quiet and less involved. Often the more vocal staff members were aware that not everyone was involved. and yet did not seem to know how to address the problem. On the other hand, the quieter, less involved staff members spoke of feehng alienated from the discussions and decisionmaking, and therefore were admittedly less committed to making things work. The schools, in general, did not spend time identifying the potential for their students, their school, or themselves. Staffs were continually inundated by demands to improve student test scores, improve discipline referrals, or improve something else that was seen by someone else as unsatisfactory. School staffs did not spend any time identifying their strengths, or their vision for their students, schools, or themselves, and therefore they could not collectively relate to their successes or to their potential for improvement. Access to information/resources/training. Only one of the schools had access to and made use of available technical assistance in the form of training or resources. The other sites have either had difficulty in the past accessing outside resources, were unaware of what assistance was available to them, or simply could not identify what kind of assistance would benefit them. Directly related to the schools need for a vision and goals for their improvement work, the schools staff did not regularly seek information by tapping into research or literature regarding best practices. Staffs were more likely to attempt implementation of programs that another school in the district was doing, or what they heard from other teachers about what was working in their schools, rather than investigating the claims first. School staffs often did not receive adequate training in the programs they were trying to implement. An example of this was the implementation of block scheduling at one high school. Though the block scheduling strategy was adopted three years ago, the staff never received training regarding their instructional practices while teaching in longer periods. Conflict resolution and celebration. In any organization involving creative and energetic individuals, a certain degree of conflict will be present. Such friction does not result in negative attitudes or perceptions when there are clear norms and strategies for resolution in effect. SEDL 4These school sites, however, all struggled with conflict and they had limited resolution strategies in place. The results ranged firom the development of factions within a school staff, to complete ignorance of conflict, to individuals resigning their positions and leaving the school or district. Celebration strategies were very limited at the school sites. Since the schools seldom acknowledged their progress, there was no apparent need to celebrate accomplishments, learning, or growth. When one high schools state assessment scores significantly increased this year, the SEDL staff member who had written congratulatory notes to the instructional teams was informed by teachers that the note was the only acknowledgment they had received upon learning of the improved scores. Without celebration of even the little things, staff motivation was low, which in turn affected the students perceptions of school and learning, resulting in disenfranchised staff and students. Personal and Social Dynamics A trustful culture, mutual respect and regard within relationships, and collective engagement of staff and administrators are key components of effective cultures within schools. The personal and social dynamics at these sites varied substantially. Trustful culture. Change of any kind is a very difficult process. SEDL staff recognize that when a group has personal or information concerns, it is unlikely that sustainable progress will be made until those concerns are resolved. At some schools, the staff were open with each other, and a certain level of trust had been established over time. At other sites, however, the culture was distrustfulor at best, unsupportive of staff-wide openness and respect. At each of the sites, there was the need for SEDL staff to establish norms with the group about working together and set some precedence regarding group involvement. Several of the schools displayed a pervasive feehng of distrust toward district office staff. The causes of the distrust are unknown, but the lack of trust and respept significantly affected the ability of the staff to learn to work together with district staff. Relationships. The development of a trustful culture requires strong professional relationships, and the key to developing those ties is to strengthen the personal relationships as well. Too often, the workplace is seen as the place for work, and there is no acknowledgment that everyone has a life outside. Each of the five school sites was limited in the development of relationships among staff members. There were very few opportunities, either within school or outside of it, for staff to do fun things together, learn together, laugh together, or just get to know each other. Relationships that were nurtured occurred primarily, in small groups in grade level or subject area, because of proximity in location or similar scheduling. The groups that did engage in these types of interactions and relationship building worked more effectively together within the school as a result. Collective engagement. Since the school staffs had had few experiences of working together in these schools, it is understandable iat they had not had many opportunities to experience differences, develop mutual regard, or engage in collective learning. Little to no work had been done with school staffs to acknowledge and value the differences in culture, experience, and expertise that they brought to the school environment. Due to the limited interactions between staff, opportunities for building trust and collegial growth were hindered. In several instances, pockets of staff members had worked together over a long period of time and had established some trusting relationships. In only a few instances, however, did staff use these relationships to engage in learning with and from each other regarding classroom practice. Contextual Influences A school does not operate separate or apart from surrounding entities. Four specific areas were found to have the most direct impact on the school staff and their improvement efforts: the school itself, the community, the district, and the state. School context. The most apparent issue at two of the five sites was the quality and maintenance of the facilities and grounds. Each day students 5 SEDLcame to a school that was not well cared for, and the result was a continuing lack of respect for the facilities, displayed by ripped wallcoverings, beat- up lockers, trash on the floors, writing on the desks, and general classroom and hallway disrepair. Such an environment had become so common to school staff that little was done to address the issue of facilities maintenance, either among themselves, with the custodial staff, or with the students. Upon entering the buildings, one encountered an environment that was dismal, unkempt, and drabnot an atmosphere that would encourage positive self-esteem, communicate value and respect, or nurture pride. and parents, which further alienated the two groups and kept them from developing positive relationships and understanding. Finally, the schools teachers and administrators had low expectations with regard to themselves as professionals and as self-learners. This was com- mtmicated in many ways, but the most obvious to the teachers at several of the sites was the reality that resources, materials, and training were not available. Although each of these schools struggled with low funding for such items, teachers perceived the lack of supplies and opportunity as indications of disrespect for their work. Deeply intertwined with the context at the school sites was. the quality of relationships between the students and the staff. At several of the schools these relationships were noticeably strained, and poor commimication, behavior, and morale were the result. In classes and while engaging in one-on-one conversation with students, teachers were frequently disciplining students rather than refocusing them on their work or encouraging then- creativity in class. Students were overheard complaining about how the teachers treated them, and they rebelled by acting out in class or skipping classes altogether. There was significant emphasis on maintaining control through discipline. It was questionable, however, whether such tactics had the intended positive effects on student/staff relationships and student learning. Directly related was a comment made by staff and students alike\nWe dont talk to each other. Since most students see their teachers more than they see their own parents, such unsupportive relationships can be detrimental to student learning, self-esteem, and personal growth. In three of the five schools, there were significant attitudes and/or beliefs among the school staff affecting perceptions of students, parents, and community. Issues of culture, race, and education surfaced in many overt ways. Staff did not appear to acknowledge or understand the cultural beliefs or environmental situations of their students, and community members. This affected the students and their families perceptions of the worthiness and value of the school and staff. Sometimes school staff communicated their own economic or educational superiority to students There were also low expectations held for the students as learners and for the district/community/state as viable support systems. Community context. Every school ftmctions within a community, which can maintain a limited undersunding of the school, how it works, and what its impact is on students. The community comprises the parents of schoolchildren and also the area businesses that support and prosper from the education of the communitys students. To varying degrees, each of the sites struggled with relationships within the community. It was not uncommon to hear that the community held the school in less-than-supportive regard. Often articles appeared in the local media that reflected negatively on the school, the staff, or the students. Active community members and board members at several sites voiced their concerns about their schools effectiveness publicly, which served to further deepen the divide between the school and the community. However, the school staffs engaged in little outreach to encourage more parental or community understanding. The general attitude of the school staffs seemed to be, Theres nothing we can do about it anyway. f f Staff at each site discussed the importance of involving parents and community members, informing them of the work that is done at the school, and enlisting their assistance, but at most of the sites, staff experienced difficulty with this component and were unable to overcome their discomfort in working with parents and community members'. i I SEDL 6District context. Insofar as schools work within a larger system of education, they must be responsive to the requests, mandates, and desires of that surrounding system. District offices, charged with communicating state requirements, often make demands on schools regarding policies, curriculum, discipline, and professional development. With regard to policies, administrative demands, record keeping, facility maintenance, access to data, and availability of resources and materials, the numerous interactions between the schools and their district offices were less than smooth. Until the partnership with SEDL, most of these school sites took ho action to improve the lines of cornmunica- tion between themselves and the district offices. State context. The states demands on these school sites either have changed significantly within the last few years (with the adoption of a new accountability system, for example), or are frequently changing. Therefore, clear communication of pohcies, adoptions, and mandates is very important. While district offices are often the voice of such communication, the inconsistency of messages and constant changes from the state departments continued to cause schools to struggle. Leadership The most critical of the themes emerging from the first year of work was the leadership capacity of the principals. Such administrative development includes the principals ability to communicate a clear vision, inspire others to maintain high expectations, create strong organizational systems for themselves and the school, understand what is possible regard- mg improvement, and develop a culture of murntil respect and regard. In other words, leadership capacity has significant impact and influence on the other four core issues. Clear vision. Strong leadership is a necessary component for successful school reform. In order to provide such leadership, administrators need to be clear in identifying the vision they have for their school, their staff, their students, and themselves. The administrators at these sites simply held a common vision to improve achievement scores. Although this goal is certainly desirable for each of these schools, it was unclear how the administrators envisioned achieving it, and why that goal would be importantboth'necessary components of a strong vision. Without identifying a shared focus for improvement, administrators could not guide their staff in developing and articulating a collective vision for their students or their school. This lack of clarity made it difficult for the administrators to model the image through his or her actions with staff, students, parents, and community. Without strong vision as a path toward improvement, the a schools often lost their way. 11 Expectations. Closely related to the vision are the expectations that a school leader communicates to his/her staff and students. At these school sites, high expectations were rare. There is some relationship between the Personal and Social Dynamics and Contextual Influences in this subcategory, as expectations are often based on historical norms and professional relationships. In the case of one high school, the historical norms took precedence over the principals desire to set higher expectations. Being a new principal, he deferred to the existing norms rather than estabhsh- ing his own strong expectations directly related to a clear vision for improvement. Several of the administrators at the sites spoke of high expectations for staff and students, but they rarely modeled or followed through on such expectations. Decisionmaking. As discussed in the Organizational Structures section, there were few clear procedures for decisionmaking at the school sites. The absence of decisionmaking structures prevented teachers from being involved in long-range planning and resulted in unilateral decisions made by the administrator(s). If issues were brought to the staff, they were often voted on without accurate or thorough information. Organization. School administrators at several of the sites had difficulty organizing the daily tasks and paperwork with a user-friendly system. It did not appear that office personnel were utilized effectively for organizational assistance, and it was difficult to locate something when it was needed for a teacher, a parent, or district office staff. This lack of organization was apparent in plaiming efforts, in meetings, and in daily work. 7 SEDLSystems for communication among staff and between school and home were also inadequate. Both of these forms of communication were mentioned in the Organizational Structures section. Knowledge. One of the most important roles of a school leader is to function as a model for learning. It is imperative that administrators have a deep understanding of student learning and of teaching for learning, best practices, and current educational research. Such a foundation allows them to recognize and model strong teaching strategies for teaching staff. It is also important that administrators be familiar with state and district curriculum expectations and be able to communicate them to teachers and parents. We found administrators to be willing to pursue their own learning in these areas, but too overwhelmed by the daily routine to devote any time to increasing their own understanding. Administrators who were involved in their own advanced studies were more likely to be current with best practice and aware of developing research. This strongly supports the idea that administrators need to pursue opportunities for their own professional growth, in order to increase the effectiveness of their leadership. Administrators who valued continuous learning were more likely to make the cormection between teacher efficacy and continuous improvement in their schools. They were also more likely to admit they didnt always have the right answers and to encourage teacher leadership among their staff. It is crucial that administrators be able to model the will to develop the skill. Culture. The role of the administrator includes nurturing a positive, learning culture of mutual respect and regard among staff setting high expectations, but it also requires commitment to the vision of such a culture. At the schools studied, administrators did not address the culture among the staff and students. In some cases, they appeared oblivious to the needs of the staff or students, or unable to figure out how to respond to those needs. Some of the teachers felt that the principal didnt really know what'was going on in classrooms, but should, and in some cases, students echoed that sentiment. These teachers wanted to see the principal around the school on a daily basis. Administrators also needed to develop skills that would allow them to use resolution or mediation strategies appropriately in times of conflict, whether it was between students, parents, or staff. Too often, conflict was left to resolve itself and became detrimental to the school and/or the staff. Some of the unproductive norms at these sites had arisen from unresolved conflicts that were buried and in turn, had festered into a bigger issue. Finally, the culture of a school includes the parents, and few administrators were comfortable or skilled in communicating clearly with parents and/ or community members. In some instances, parents had been caUing directly to the district office regarding issues or concerns, since they did not feel they received adequate responses from the school administrator. In Summary Although much of the work being done in schools today is called comprehensive, in fact many efforts continue to focus on a quick fix to improve student achievement results rather than addressing the system as a whole and building up the parts in need. Such reforms may suffice in the short term, but they can rarely be sustained over time, or through administrative turnover, staff changes, or legal mandates. i SEDLs FIRST project attempted to address the needs of low-performing schools at a system level and to increase the capacity of staff to address continuous improvement for the purposes of increasing student learning. In order to do that, however, it was necessary to evaluate how these schools were functioning regarding their student results, the staffs professional development, and their capacity for growth. i i This project has found that schools that fail to meet the achievement needs of their students often also lack the necessary structures and skills for initiating and sustaining continual, growth and improvementsupportive organizational structures, focus for the work, attention to human dynamics, ability to wor^ within multiple contexts, and highly skilled leadership. In order to support meaningful t I 1 SEDL 8growth and change over time, significant attention must be devoted to strengthening the schools capacity in each of these areas. Successful comprehensive reform work will necessarily include such a focus. Although results of the identification and discussion of core issues in these schools seem discouraging, we have found them to be an accurate representation of the challenges currently confronting schools that undertake comprehensive school reform efforts. The next Issues.. .about Change paper will report the actions taken by SEDL and school staff at these sites to address the five core issues that emerged in this work. References National Commission on Teaching and Americas Future. (1996). What matters most: Teaching for Americas future. New York: Author. SEDL is addressing the challenges that accompany efforts at school reform. The difference between the FIRST project and previous reform efforts lies in this acknowledgment and identification of the issues that affect the schools past and current efforts to make changes. Without addressing the underlying issues, reform efforts will merely scratch the surface and are unlikely to be sustainable over time to benefit student learning. Identification of the core issues provides insights about schools current conditions while engaged in comprehensive reform efforts and proves invaluable in determining capacity strengths and needs at each of the school sites. Comprehensive school reform as it is defined here- ingaging an entire school staff in an indepth, broad-scope examination of the teaching and learning process and working with them to improve student outcomesplants seeds of change that will continue to grow beyond the limits of this project. We hope that other external school improvement facilitators will be informed by the findings of this work and will use this information to promote school staffs grovrth and learning more effectively, and thus have stronger impact on building schools capacity for continuous improvement. We have much yet to learn. True comprehensive reform requires a thoughtful, reflectively adapting pace. As observers and participants in this process, we are learning that continuous reform can be encouraged by practicing tolerance for the investment of time that is necessary, and by nurturing continuous development within the core issues that surface in the process. Issues... about Change is published twice a year by Southwest Educational Development Laboratory. This issue was written by Melanie S. Morrissey, Program Specialist, Strategies for Increasing School Success at SEDL. SEDL I OERI This publication is based on work sponsored wholly, or in part, by the Office ofEducational Research \u0026amp; Improvement, U.S. Department of Education, under Contract Number RP91002003. The contents of this publication do not necessarily reflect the views of OERI, the Department, or any other agency of the U. S. Government. This publicationmay be reproduced and copies distributed to others. Please acknowledge SEDL as the source on all copies. 9 SEDLRECEIVED DEC 1 1 2002 A.n Individual Approach to a World of Knowledge OFRCEOF  DESEGREGATION MONITORING December 3, 2002 DNiaOilNOW N011VD3a03S3a 30331330 Ms. Ann Marshall Office of Desegregation Monitoring One National Plaza 124 W. Capital, Ste. 1895 Little Rock, AR 72201 2002 I I 330 a3AI333a Dear Ms. Marshall: So that you are aware, we are presenting to the Board of Education for approval at the December 19, 2002, meeting the 2001-2002 evaluation of the Alternative Language Program for limited-English proficient students. Since it is not relevant to African American student achievement, we have not included a copy for you. If you would like to have one. however, just give me a call. We are also requesting the Boards formal approval of the first three years (1998- 99. 1999-2000, 2000-01) of the program evaluations of the Comprehensive Partnerships for Mathematics and Science Achievement, along with the feedback we received on each from the National Science Foundation, and then, for each, the next years Strategic Plan for the project. We are including in that package the program evaluation for 2001-2002 and will be asking the Board to review and formally approve that document as well. Copies of all the CPMSA documents are included in this mailing for your information, although all the documents for the first three years have already been provided to you as part of the exhibits for the court. If you have questions, please let us know. As a review of the progress we have made thus far, the Board will have approved, by the end of December 2002, six of the 14 program evaluations listed on page 148 of the Final Compliance Report: 1. Pre-Kindergarten through Grade 2 Literacy. 1999-2000 and 2000- 2001. plus the Update provided to the Board in June 2002formally approved at October 2002 meeting\n810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032 Mr. Ann Marshall December 3, 2002 Page Two 2. Charter School (first year)formally approved at October 2002 meeting\n3. Southwest Middle Schools Partnership with Southwestern Education Development Lab (Austin)formally approved at November 2002 meeting\n4. Collaborative Action Team (also a partnership with SEDL)formally approved at November 2002 meeting: 5. 1999-2000 and 2000-2001 Evaluations of the Alternative Language Programformally approved at November 2002 meeting: the 2001- 2002 evaluation will be approved in December\n6. 1998-99, 1999-2000, 2000-01, and 2001-02 evaluations of the Comprehensive Partnerships for Mathematics and Science Achievementwill be formally approved at December 2002 meeting. Yours truly. Bonnie A. Lesley, Ed. D. Associate Superintendent for Instruction Enclosures BAL/adg cc: Kenneth James Chris Heller Clay Pendley Junious Babbs Sadie Mitchell Don Stewart John Walker The University of Memphis Memphis, Tennessee 38152-3340 A State of Tennessee Center of Excellence Center for Research in Educational Policy 325 Browning Hall Local 901/678-2310 Toll 866/670-6147 FAX 901/678-4257 October 28,2002 Director of Procurement Little Rock School District 1800 East Sixth Street Little Rock, AR. 72202 RECEIVED y. / 2p eV? DEC - 4 2002 desegregation MONITORING Dear Mr. Paradis, Enclosed are five copies of the Center for Research in Educational Policys response to RFQ #23-010: Revised Desegregation and Education Plan Program Evaluation Consultant. If additional information is needed or if I can be of further assistance, please contact the Center toll free at 1-866-670-6147. Sincerely, Steven M. Ross Director / A Tennessee Board of Regents Institution An Equal Opportunity/Affirmative Action University Friday Eldredge \u0026amp; Clark HERSCHEL H. FRIDAY (1922-1994) WILLIAM H. SUTTON. P.A. BYRON M. EISEMAN. JR.. P.A. JOE D. BELL. P.A. JAMES A. BUTTRY. P.A. FREDERICK S. URSERY. P.A. OSCAR E. DAVIS. JR., P.A. JAMES C. CLARK. JR.. P.A. THOMAS P. LEGGETT. P.A. JOHN DEWEY WATSON, P.A. PAUL B. BENHAM HI. P.A. LARRY W. BURKS. P.A. A. WYCKLIFP NISBET. JR.. P.A. JAMES EDWARD HARRIS. P.A. J. PHILLIP MALCOM. P.A. JAMES M. SIMPSON. P.A. JAMES M. SAXTON. P.A. J. SHEPHERD RUSSELL III, P.A. DONALD H. BACON. P.A. WILLIAM THOMAS BAXTER. P.A, RICHARD D. TAYLOR. P.A. JOSEPH B. HURST. JR.. P.A. ELIZABETH ROBBEN MURRAY. P.A. CHRISTOPHER HELLER. P.A. LAURA HENSLEY SMITH, P.A. ROBERT S. SHAFER, P.A. WILLIAM M. GRIFFIN HI. P.A. MICHAEL S. MOORE. P.A. DIANE S. MACKEY. P.A. WALTER M. EBEL HI. P.A. KEVIN A. CRASS. P.A. WILLIAM A. WADDELL. JR.. P.A. SCOTT J. LANCASTER. P.A. ROBERT B. BEACH, JR.. P.A. J. LEE BROWN, P.A. JAMES C. BAKER. JR.. P.A. HARRY A. LIGHT. P.A. SCOTT H. TUCKER. P.A. GUY ALTON WADE, P.A. PRICE C. GARDNER. P.A. TONIA P. JONES. P.A. DAVID D. WILSON. P.A. JEFFREY H. MOORE. P.A. DAVID M. GRAF. P.A. ATTORNEYS AT LAW A LIMITED LIABILITY PARTNERSHIP www.fridayfirm.com 2000 REGIONS CENTER 400 WEST CAPITOL LITTLE ROCK, ARKANSAS 72201-3493 TELEPHONE 501-376-2011 FAX 501-376-2147 3425 NORTH FUTRALL DRIVE, SUITE 103 FAYETTEVILLE. ARKANSAS 72703-4811 TELEPHONE 479-695-2011 FAX 479-695-2147 CARLA GUNNELS SPAINHOUR. P.A. JOHN C. FENDLEY. JR.. P.A. JONANN ELIZABETH CONIGLIO. P.A. R. CHRISTOPHER LAWSON. P A. FRAN C. HICKMAN. P.A. BETTY J. DEMORY. P.A. LYNDA M. JOHNSON. P.A. JAMES W. SMITH. P.A. CLIFFORD W. PLUNKETT. P.A. DANIEL L. HERRINGTON. P.A. MARVIN L. CHILDERS K. COLEMAN WESTBROOK. JR. ALLISON J. CORNWELL ELLEN M. OWENS JASON B. HENDREN BRUCE B. TIDWELL MICHAEL E. KARNEY KELLY MURPHY MCQUEEN JOSEPH P. MCKAY ALEXANDRA A. IFRAH JAY T. TAYLOR MARTIN A. KASTEN BRYAN W. DUKE JOSEPH G. NICHOLS ROBERT T. SMITH RYAN A. BOWMAN TIMOTHY C. EZELL T. MICHELLE ATOR KAREN S. HALBERT SARAH M. COTTON PHILIP B. MONTGOMERY KRISTEN S. RIGGINS ALAN G. BRYAN LINDSEY MITCHAM SLOAN KHAYYAM M. EDDINGS JOHN F. PEISERICH AMANDA CAPPS ROSE BRANDON J. HARRISON RECEIVED DEC - 4 2002 fje/, 208 NORTH FIFTH STREET BLYTHEVILLE. ARKANSAS 72315 TELEPHONE 870-762-2898 OF COUNSEL B.S. CLARK WILLIAM L. TERRY WILLIAM L. PATTON. JR. H.T. LARZELERE. P.A. JOHN C. ECHOLS, P.A A.D. MCALLISTER FAX 870-762-2918 OFFICE OF DESEGREGATION MONITORING December 4, 2002 JOHN C. FENDLEY, JR. LITTLE ROCK TEL 501-370-3323 FAX 501-244-5341 fendleyQfec.n*! ( By Hand Delivery ) Mr. John W. Walker Mr. Sam Jones Mr. Steve Jones John W. Walker, P.A. 1723 Broadway Little Rock, Arkansas 72201 Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, Arkansas 72201 Jack, Lyon \u0026amp; Jones, P.A. 425 W. Capitol, Suite 3400 Little Rock, Arkansas 72201 Mr. Richard Roachell Roachell Law Firm ( By Hand Delivery) Ms. Ann Marshall Mr. Dennis Hansen Plaza West Building 415 N. McKinley, Suite 465 Little Rock, Arkansas 72205 Desegregation Monitor 1 Union National Plaza Ofc of the Attorney General 323 Center Street RE: 124 W. Capitol, Suite 1895 Little Rock, Arkansas 72201 200 Tower Building Little Rock, Arkansas 72201 Compliance Remedy Dear Counsel \u0026amp; Ms. Marshall: Enclosed please find, Guidelines for Completing Eight Program Evaluations in the Little Rock School District prepared by Dr. Steven M. Ross. The Little Rock School District intends to retain Dr. Ross, Dr. Larry McNeal and Dr. William Moore to complete the eight evaluations identified on page 148 of the Little Rock School Districts March 15, 2001 compliance report that were not completed with the assistance of an outside expert. These were identified on page 12 of the Compliance Committees proposed compliance plan previously provided to you. F \\HOME\\BBrown\\Fendky\\LRSD\\deseg\\counseI2 It.wpd/ All Counsel December 4, 2002 Page 2 Little Rock School District hopes that its decision to follow the guidelines prepared by Dr. Ross will deviate the Joshua Intervenors concerns about the preparation of these evaluations. If not, we respectfully request that ODM schedule facilitation related to the preparation of these evaluations as soon as possible so that the District may meet the courts March 15, 2003, deadline for Board approval and submission of the evaluations to the Court. Also enclosed for your reference are the responses to the RFQ submitted by the experts identified above. Sincerely, John C. Pendley, Jr. JCF/bgb enclosure(s) cc: Dr. Ken James F:\\HOME\\BBrown\\Fcndley\\LRSD\\dcscg\\counsel2 k.wpd1 Guidelines for Completing Eight Program Evaluations in Little Rock School District Prepared by Steven M. Ross, Ph.D. The present guidelines are based on my review of the Revised Compliance Plan, the LRSD standards for program evaluation, and evaluation report drafts and associated materials related to the eight programs identified as requiring final evaluation reports. My analysis of this material, combined with my experiences as an educational researcher and familiarity with the Joshua case as it affected LRSD, was influenced by the following assumptions:  Invalid or questionable evaluation results can be much more detrimental than helpful to efforts to improve educational practices, and should not be disseminated without strong cautions and qualifications. Accordingly, studies that lack proper controls against bias or contamination from extraneous factors (e.g., differential sampling, history, diffusion of treatments) have limited value for guiding policies.  Program evaluations that focus predominately on student achievement outcomes while lacking sufficient implementation data have reduced value due to inability to determine the nature of the treatment. The study will also fail to inform policymakers about the practicality of the program, how it was used and reacted to by stakeholders, or whether and/or how it needs to be improved to impact at- risk learners.  Evaluations of programs that have been discontinued in the district are of much less interest relative to ones that are presently being implemented or informing ongoing practices.  To raise the achievement of African American students in LRSD, attempting to resuscitate existing studies that have insufficient data available, limited relevance to cunent practices, or require substantial time and resources with little promise of yielding useful information for policy decisions would be less productive than employing the lessons learned from the prior evaluation work to support high quality and informative future studies. One such lesson is that the LRSD research department (formerly PRE) was understaffed to perform evaluations of the quality and quantity needed. Based on the above assumptions, I will recommend below a basic strategy for the third-party evaluators to use in preparing the eight identified evaluations for approval by the school board. Four of the evaluations concern programs that are no longer in use by LRSD and have limited or no relevance to programmatic decisions (Lyceum Scholars, Elementary Level Summer Schools, Vital Link, and Onward to Excellence). Of the remaining four evaluations, two have limited available data (Middle School Transition and Campus Leadership Teams) that, even with supplementary analyses, would not permit confident (valid) decisions to be made about program effectiveness 2 in general or about African American student achievement resulting from program participation. A seventh evaluation (Extended Year Education) could possibly yield informative evidence about an ongoing program, but to be sufficiently refined would require time and resources extending significantly beyond the current conditions for project completion. An eighth evaluation (HIPPY) also deals with an ongoing program, but unlike the others could possibly provide useful evidence through revisions completed within the available time frame. Accordingly, the HIPPY report is currently being rewritten by Dr. Ed Williams from LRSD. The suggested plan for the third-party evaluators is presented below followed by a brief review of each evaluation. A. Submit the current evaluation report as an attachment to a supplemental document as described in B-D. B. The supplement should begin with an expanded description of the program, its goals, and its history in LRSD. It should then describe the evaluation methodology and summarize and interpret the key findings. C. Most importantly, the supplement should discuss the limitations (and any strengths where indicated) of the evaluation with regard to: (a) informing current practices in LRSD\n(b) using appropriate methodology\nand (c) addressing student achievement effects, especially in reference to African American students. D. Finally, the supplement should present suggestions for conducting stronger studies of similar programs in future evaluation studies. 1. Middle School Transition (Moore) This^evaluation is in near-completed form and needs mostly editing and expansion. Because the middle school program is current and continuing, this evaluation study can be useful (mostly for guiding professional development and implementation improvement) for informing district strategies. The achievement results are fairly minimal and uninformative, but at the time of the evaluation (1999-2000), only baseline data existed. Thus, aside from providing additional description of the results (the tables and the narrative are sparse) and a more meaningful interpretation of trends (especially with regard to African American vs. Caucasian students), there is probably little more that needs to be done for this essentially baseline time period. The survey data appear to be reasonably analyzed and reported, but the interpretation and discussion should be extended to provide more meaningful conclusions and recommendations. Suggestions'. The third-party evaluator should follow the basic strategy outlined in the introductory section.3 2. Lyceum Scholars (McNeal) The Lyceum Scholars High School Program, which was evaluated in 1998-99 and 1999- 2000, is no longer being implemented in LRSD. The latter consideration, coupled with the obvious limitations of the evaluation design with regard to rigor, depth, and meaningfulness of the data, substantially reduce the value of the study and the need for devoting more than minimal resources to it, beyond perhaps a supplemental summary and explanation. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 3. Elementary Level Summer School (McNeal) Similar to the Lyceum Scholars High School Program (#2 above), the Elementary Level Summer School program is no longer being implemented in LRSD. In addition, the evaluation study conducted in the summer of 2001 is limited in its design and methodology. Among the major concerns are the lack of: (a) implementation data to describe the program strategies and the degree to which they were actually used by teachers, (b) an adequate control group or norms to which the achievement scores of summer school students could be compared, and (c) qualitative data to describe the experiences of students and teachers in the program. Due to differential sampling the multiple tables provided are neither overly meaningful nor informative regarding the progress of summer school students in general and African American summer school students in particular. Seemingly, there is little useful information to be gained for informing future policies by. investing substantive resources in revamping the study. While more suitable control samples might be established using archival data, the absence of implementation assessments would still make the treatment essentially unknown. Therefore, suggestions similar to those made for the Lyceum Scholars program are also offered here. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 4. Vital Link (Ross) The Vital Link program, designed to provide students with on-the-job experiences, was offered to 394 middle school students in the summer of 1999. Because the program was of very limited duration (only one week) and is not focused on either academic curriculum or learning strategies, it is highly unlikely to have affected students academic achievement. Although such a program would still potentially serve a useful purpose for fostering student motivation to achieve and complete school, it is no longer being implemented in LRSD. Further, the evaluation study conducted was so limited (a brief post-test only, closed-ended survey) that the policy implications of the results are minimal and even potentially misleading if derived. Therefore, suggestions similar to 4 those made for the Lyceum Scholars Program and the Elementary Level Summer School Program (#s 2 and 3 above) are again offered here. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 5. Onward to Excellence CSRD Program (Ross) The OTE model was implemented at Watson Elementary School for several years, starting in 1999. It has since been discontinued and was never formally evaluated, except for achievement data reports sent by the principal to ADE. Thus, in essence, there is no longer any program in LRSD to evaluate and no evaluation report to revise, expand, or redraft. It would seem wasteful of resources to reexamine historical data from this program, especially since implementation data are lacking. That is, if positive or negative results were found, it would be impossible to determine whether OTE or numerous others factors were the main cause. Suggestions, therefore, are similar to those for #s 2-4 above. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. 6. HIPPY (Ross) Because HIPPY is a continuing program, this evaluation can be potentially useful to LRSD by providing initial program results on student achievement and benefits to African American children. A limitation of the study, which unfortunately cannot be remedied retroactively, is the lack of implementation data to describe the fidelity with which HIPPY program components were actually used. The quantitative achievement results must therefore be viewed cautiously, but should still be at least suggestive regarding program influences. Substantive expansion and revision, however, are needed to increase the readability and meaningfulness of the report. For example, there is inadequate description of the program, context, methodology, and analysis design. Tables and findings need to be presented in a more readable (user-friendly) manner. Suggestions: A. Reorganize and expand the introduction and methodology to be in line with district evaluation standards (i.e., more context, more detailed methodology, clearer questions and organization). B. Ed Williams needs to run the revised analysis and write up results by January 31,2003. A program description needs to be provided. Results need to be disaggregated, if possible, for African American and Caucasian students. Expand the Results sections to provide more informative reporting of outcomes, clearer tabular presentations, etc.5 C. Expand the Conclusions section to: (a) directly address whether there are implications for the achievement of African American and other disadvantaged groups (there probably are not at this stage), (b) more fully discuss implications and recommendations associated with the findings, and (c) propose further evaluation research that will validly determine both implementation quality and influences of HIPPY on student achievement. D. The third-party evaluator should follow the basic strategy in expanding this report. 7. Extended Year Education (EYE) Report (Moore) The EYE program is relevant to LRSDs current interests in improving academic achievement of its students. Unfortunately, the present evaluation design does not seem sufficiently sensitive to detect effects that might be attributable to EYE. Specifically, usage of whole-school data compared descriptively to district norms gives only a very surface examination of the schools progress, with susceptibility to contamination by student mobility, differences in SES, etc. A more precise analysis would match students at the three schools to similar students at comparable schools not using EYE, and then examine progress using a multivariate-type (regression or MANOVA) analysis. It is questionable, however, that such analyses could be completed in the time remaining for the required submission of the final report. Also, the findings would be limited by having only two years of post-program data. Aside from the design limitations, the organization of the report is difficult to follow due to the many tables and brief but not very informative narrative descriptions. The survey data might be interpretable, but also need a much clearer and better organized presentation. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section. / 8. Campus Leadership Teams (Ross) This initiative seems highly relevant to current and future goals of LRSD. However, the evaluation data collected to date consist of only results from two district-wide surveys that assessed team members reactions to various activities. No information exists to verify the representativeness of the samples, the validity of the data collection in general, or the implementation of the CLTs at the various schools. The aggregate survey results on the 24 combined items (14 in the team member survey\n10 in the certified/non- certified staff member survey) do not appear overly interesting or meaningful with regard to informing practice. Suggestions: The third-party evaluator should follow the basic strategy outlined in the introductory section.JOHN W. WALKER SHAWN CHILDS John w. Walker, P.A. Attorney At Law 1723 Broadway Little Rock, Arkansas 72206 Telephone (501) 374-3758 FAX (501) 374-4187  OF COUNSEL ROBERT McHenry. P A DONNA J. McHENRY' S210 Heoterson Ro.ad Little Rock. .Aekans.as 72210 Phone: (501) 372-3425  Pjs (501) 372-3428 Email: mche1u7d@swbell.net Via Facsimile January 6, 2003 Dr. Bonnie Lesley Associate Superintendent for Instruction Little Rock School District 3001 Pulaski Little Rock, AR 72201 RECEIVED JAN -8 2003  OFFICE OF DESEGREGATION MONITORING Dear Dr. Lesley: On December 10, 2002 you mailed me a package which I have just received. I enclosing a copy of the address page for your information. am Please note that you have had my correct address for years. I am sending a copy of this letter to Judge Tom Ray because I am not certain whether there are any time response requirements involved, but I do not wish to be disadvantaged by receiving your document almost a month after its mailing. Very truly yours. -''^John W. Walker JWW:js Enclosure cc\nMr. Chris Heller Ms. Ann MarshallBonnie Lesley gl 0 W. Markham IRC Little Rock, Arkansas 72201 \u0026gt;t4 www.lrsd.kl2.ar.us 501-324-2000 501-324-2032 (M C. 19 sw SBfflS K.h't- Hl  i\u0026lt;!\n'Ox .J/ X An Individual Approach (o a ]]7orUofKnonledff I : Mr. John Walker 3601 S. Broadway UUle Ror\nk, AR 72206received FEB 1 1 2003 An Individual Approach to a World of'Knowledge OFFICE OF DESEGREGATION MONITORIHG February 10, 2003 Mr. John Walker Attorney at Law 1723 S. Broadway Little Rock, AR 72206 received FEB 1  2003 DESEGREGOAFTFIIOCN** OMFO NITOWNG Dear Mr. Walker: I am attaching four items that will be on the Board of Educations agenda for approval at their February 27, 2003, meeting. The four items are as follows: 1. 2. 3. 4. Approval of the Elementary Summer School program evaluation Approval of the Lyceum Scholars program evaluation Approval of the Extended Year Education program evaluation Approval of the Middle School Transition program evaluation The cover memoranda and attached program evaluations are included for your review and information. Please give us a call if you have questions. Yours truly, A Bonnie A. Lesley, Ed. D. Associate Superintendent for Instruction cc\nKen James Chris Heller Junious Babbs, Jr. Don Stewart Sadie Mitchell /Ann Marshall BAL/adg Attachments 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax\n501-324-2032 u I f 7 -fi  'Xw Individual Approach to a World ofKnowledge January 9, 2003 RECEIVED Mr. John Walker 1723 Broadway Little Rock, AR 72206 JAN 1 4 2003 OFFICE OF DESEGREGATION MONITORING Dear Mr. Walker: I received your letter admonishing me for sending my December 10, 2002, mailing to you to an incorrect address. I apologize profoundly, and I want to explain. The address of the packet to 3601 S. Broadway, rather than to 1723 Broadway, was a clerical error. In every other time that I have drafted a letter to you, I have included the address in my file in my draft and then sent it to my administrative assistant to complete and mail. In that particular letter, I just asked her to address it to you and to Ms. Marshall at ODM, and I failed to list the addresses. The address she had in her file was the old one. Neither of us knew that the mistake had occurred until we returned to work on January 6 after the winter break. When the person who delivers mail told me that it had been returned that Monday, 1 was very concerned and immediately requested that he hand-deliver the packet to you that day, which he did. That the package arrived in your office almost a month after its initial mailing, please note, was the result of our being out of the office for the winter break. The letter and accompanying document were related to the Boards approval at their December meeting of the program evaluations for the 2000-2001 ESL program and for the 1998-99, 1999-2000, 2000-01, and 2001-02 mathematics/science programs (CPMSA). You were advised earlier that these two programs would be considered at that meeting, and, of course, you received the Board agenda materials. Again, 1 apologize for the error, and 1 hope that you see that I sent the information and materials in good faith. Yours truly, L\u0026gt;- Bonnie A. Lesley'Ed. D. Associate Superintendent for Instruction BAL/adg cc: Kenneth James Chris Heller I'Ann Marshall Don Stewart Junious Babbs Sadie Mitchell 810 W Markham Little Rock, Arkansas 72201 6 www.lrsd.kl2.ar.us 501-324-2000 c fax: 501-324-20326^ 810 West Markham Little Rock, AR 72201 Direct Phone: Communications Office: (501) 447-1030 (501) 447-1025 DATE: February 13, 2003 TO: Central Arkansas Media Cynthia Howell, Arkansas Democrat-Gazette FROM: Suellen Vann, Director of Communications SUBJECT: Special School Board Meeting MESSAGE: The Little Rock School District (LRSD) Board of Directors will hold a special meeting Thursday, February 13, in conjunction with its agenda meeting. Tire special meeting agenda will include tire review of program evaluations and employee hearings. Tlie meetings will begin at 5:00 p.m. in the Board Room of the LRSD Administration Building, 810 West Markliam. Pages (including cover) 1 To Fax * An Individual Approach to a World of Knowledge *A Ze % tl 1 An Individual Approach to a World ofKnowledge February 10, 2003 RECclVED Mr. John Walker Attorney at Law 1723 S. Broadway Little Rock, AR 72206 FEB 1 1 2003 OFFICE OF DESEGREGATION MONITORING Dear Mr. Walker\nI am attaching five items that will be on the Board of Educations agenda for review/ approval at a special session on February 13, 2003, the evening of their agenda meeting. (We are asking them to approve four of the eight remaining program evaluations at their agenda meeting and the last four at the regular February meeting.) The five items are as follows: 1. Guidelines for Completing Eight Program Evaluations in the Little Rock School District: Fiscal Impact 2. Approval of the HIPPY program evaluation 3. Approval of the Campus Leadership program evaluation 4. Approval of the Vital Link program evaluation 5. Approval of the Onward to Excellence program evaluation Please note that all four of the programs evaluated were previously abandoned by the District either due to d ata analysis that suggested program ineffectiveness or due to fiscal constraints. The cover memoranda and attached program evaluations are included for your review and information. Please give us a call if you have questions. truly, Yoprs truly. Bonnie A. Lesle/ Ed. D. Associate Superintendent for Instruction cc: Ken James Chris Heller Junious Babbs, Jr. Don Stewart Sadie Mitchell i/Ann Marshall BAL/adg Attachments 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax: 501-324-2032V IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF V. No. 4:82CV00866 WRW/JTR PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1,ET AL received MRS. LORENE JOSHUA, ET AL MAR 1 4 2003 DEFENDANTS INTERVENORS KATHERINE KNIGHT, ET AL OFFICE OF DESEGREGATION MONITORING INTERVENORS PLAINTIFFS NOTICE OF FILING PROGRAM EVALUATIONS REQUIRED BY PARAGRAPH C OF THE COURTS COMPLIANCE REMEDY Plaintiff Little Rock School District (LRSD) for its Notice of Filing Program Evaluations Required by the Courts Order of September 13, 2002 states: 1. On September 13, 2002, the District Court issued its Order finding that the LRSD had substantially complied with all areas of the Revised Desegregation and Education Plan (Revised Plan), with the exception Revised Plan  2.7.1. The Courts Order set forth a detailed Compliance Remedy as to Revised Plan  2.7.1. Paragraph C. of the Compliance Remedy stated: LRSD must use Dr. Nunnerly or another expert from outside LRSD with equivalent qualifications and expertise to prepare program evaluations on each of the programs identified on page 148 of the Final Compliance Report. I will accept all program evaluations that have already been completed by Dr. Nunnerly or someone with similar qualifications and approved by the Board. All program evaluations that have not yet been completed on the remaining programs identified on page 148 of the Final Compliance Report must be prepared and approved by the Board as soon as practicable, but, in no event, later than March 15, 2003. In addition, as these program evaluations are prepared, LRSD shall use them, as part of the program assessment process, to determine the effectiveness of those programs in improving African-American achievement and whether, based on the evaluations, any changes or modifications should be made in those programs. In addition, LRSD must use those program evaluations, to the extent they may be relevant, in assessing the effectiveness of other related programs.2. On October 10, 2002, the LRSD Board of Directors adopted a Compliance Plan designed to meet the requirements of the Courts Compliance Remedy. A copy of the Compliance Plan is attached hereto as Exhibit A. 3. As to Paragraph C of the Compliance Remedy, the LRSD concluded that the following evaluations had already been completed as required by Paragraph C and only needed to be submitted to the Board for approval: Early Literacy, Mathematics and Science, Charter School, English-as-a-Second Language, Southwest Middle Schools SEDL Program and Collaborative Action Team. The Charter School and Early Literacy evaluations were approved by the Board on October 24, 2002. The Southwest Middle Schools SEDL Program, 2000\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"mus_sovcom_13-42-0","title":"Progressive Labor Movement (Now Progressive Labor Party)","collection_id":"mus_sovcom","collection_title":"Sovereignty Commission Online","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Mississippi State Sovereignty Commission"],"dc_date":["1994/2006"],"dcterms_description":["Records collected by the Mississippi Sovereignty Commission on","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":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["from Progressive Labor Movement (Now Progressive Labor Party), Sovereignty Commission records, Mississippi Department of Archives and History"],"dc_relation":["Forms part of Series 2515 : Mississippi State Sovereignty Commission Records Online, 1994-2006"],"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights movements--Mississippi","Civil rights workers--Mississippi","African American civil rights workers--Mississippi","Social reformers--Mississippi","Mississippi--Race relations--History--20th century"],"dcterms_title":["Progressive Labor Movement (Now Progressive Labor Party)"],"dcterms_type":["Text"],"dcterms_provenance":["Mississippi. 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It is the user's obligation to determine and satisfy copyright or other use restrictions when publishing or distributing materials found in this collection. MDAH requests that prior to publication of Sov. Com. images the user submit an MDAH Broadcast/Publication Permission form for approval by the Department. This form must be accompanied by documentation which proves that copyright requirements have been satisfied. Contact MDAH Reference Staff for details on how to obtain and complete the B/PP form: (601) 576 6876 or refdesk@mdah.state.ms.us. There are no MDAH Use Fees associated with use of Sov. Com. images. MDAH asks that each image used in a presentation, display, or publication be accompanied by a credit line, which at a minimum includes the name of this collection, the unique resource identifier for each image, the name of this institution, and URL. ; Cite images according to the following structure: Original Creator, \"Title\", Original creation date (if known), Unique Resource Identifier, Series Number and Title, Archival Repository, date of last web page revision, image location/URL, (image viewed on date)."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"mus_sovcom_2-4-0","title":"Progressive Voters League","collection_id":"mus_sovcom","collection_title":"Sovereignty Commission Online","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Mississippi State Sovereignty Commission"],"dc_date":["1994/2006"],"dcterms_description":["Records collected by the Mississippi Sovereignty Commission on","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":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["from Progressive Voters League, Sovereignty Commission records, Mississippi Department of Archives and History"],"dc_relation":["Forms part of Series 2515 : Mississippi State Sovereignty Commission Records Online, 1994-2006"],"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights movements--Mississippi","Civil rights workers--Mississippi","African American civil rights workers--Mississippi","Social reformers--Mississippi","Mississippi--Race relations--History--20th century"],"dcterms_title":["Progressive Voters League"],"dcterms_type":["Text"],"dcterms_provenance":["Mississippi. 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It is the user's obligation to determine and satisfy copyright or other use restrictions when publishing or distributing materials found in this collection. MDAH requests that prior to publication of Sov. Com. images the user submit an MDAH Broadcast/Publication Permission form for approval by the Department. This form must be accompanied by documentation which proves that copyright requirements have been satisfied. Contact MDAH Reference Staff for details on how to obtain and complete the B/PP form: (601) 576 6876 or refdesk@mdah.state.ms.us. There are no MDAH Use Fees associated with use of Sov. Com. images. MDAH asks that each image used in a presentation, display, or publication be accompanied by a credit line, which at a minimum includes the name of this collection, the unique resource identifier for each image, the name of this institution, and URL. ; Cite images according to the following structure: Original Creator, \"Title\", Original creation date (if known), Unique Resource Identifier, Series Number and Title, Archival Repository, date of last web page revision, image location/URL, (image viewed on date)."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"mus_sovcom_6-58-0","title":"Project B.I.G. - Business, Industry, and Government","collection_id":"mus_sovcom","collection_title":"Sovereignty Commission Online","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Mississippi State Sovereignty Commission"],"dc_date":["1994/2006"],"dcterms_description":["Records collected by the Mississippi Sovereignty Commission on","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":null,"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["from Project B.I.G. - Business, Industry, and Government, Sovereignty Commission records, Mississippi Department of Archives and History"],"dc_relation":["Forms part of Series 2515 : Mississippi State Sovereignty Commission Records Online, 1994-2006"],"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights movements--Mississippi","Civil rights workers--Mississippi","African American civil rights workers--Mississippi","Social reformers--Mississippi","Mississippi--Race relations--History--20th century"],"dcterms_title":["Project B.I.G. - Business, Industry, and Government"],"dcterms_type":["Text"],"dcterms_provenance":["Mississippi. 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It is the user's obligation to determine and satisfy copyright or other use restrictions when publishing or distributing materials found in this collection. MDAH requests that prior to publication of Sov. Com. images the user submit an MDAH Broadcast/Publication Permission form for approval by the Department. This form must be accompanied by documentation which proves that copyright requirements have been satisfied. Contact MDAH Reference Staff for details on how to obtain and complete the B/PP form: (601) 576 6876 or refdesk@mdah.state.ms.us. There are no MDAH Use Fees associated with use of Sov. Com. images. MDAH asks that each image used in a presentation, display, or publication be accompanied by a credit line, which at a minimum includes the name of this collection, the unique resource identifier for each image, the name of this institution, and URL. ; Cite images according to the following structure: Original Creator, \"Title\", Original creation date (if known), Unique Resource Identifier, Series Number and Title, Archival Repository, date of last web page revision, image location/URL, (image viewed on date)."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":["Text"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"bcas_bcmss0837_670","title":"Project Management tool","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994-01"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Project managers--Implements"],"dcterms_title":["Project Management tool"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/670"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["budgets"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nCourt filing, ''Little Rock School District's January Project Management Tool''\nIN THE UNITED STATES DISTRICT EASTERN DISTRICT OF ARKANS. WESTERN DIVISION :t4 ^1^1 JAN 31 04 LITTLE ROCK SCHOOL DISTRICT JAMES W. McCOl^MACK. CLE:1K OEP CLERK VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSD^S JANUARY PROJECT MANAGEMENT TOOL The Plaintiff, Little Rock School District (\"LRSD), for its January Project Management Tool, states: 1. Pursuant to the Order of this Court, the LRSD does hereby submit its Project Management Tool for the month ending January 31, 1994. WHEREFORE, the Little Rock School District submits its Project Management Tool for the month ending January 31, 1994. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT BY/ JiCTrryy L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's January Project Management Tool has been mailed by First Class Mail, postage pre-paid on January 31, 1994, upon the following, except as otherwise indicated: Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Hr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 S\u0026amp;CTi L. MaloneId 1 2 3 4 5 6 \\ Z 8 9 10 11 Little Rock School District Prograai Planning and Budgeting Project Hanageannt Report Task Description_____________________________________ Develonaent of \u0026gt; Plennina Oraenizetion and Structure Designate District Planner Hire Plaming Specialist Train Planning Specialist Reassess planning organization and atructure Restructure end aodify, if necessary Define purpose, process, and fonaat Coanunicate to the District and coaautity the purpose, process, and fonaat to be used in the prograai planning and budgeting process Develop and define the Mission statenent and goala for the District Develop preliainary list of issues for needs assessannt X Conp. iZS 100X 100X SOX SOX OX 100X 90X 100X 100X Page 1 start mm 7/27/93 9/9/93 mm inam mm 8/31/93 8/31/93 Date 1/31/94 Finish 4/30/94 7/27/93 9/9/93 4/30/94 krX/Vt 11/4/94 ifsam mm 8/31/93 Reaourcet Board Ingraai.Board Ingraa Natthis,Ui Iliaaa,Ingraa Uilliaaa.Natthis.Board Katthis,IngraB,NiIhollen,Board Matthis, lngraRi,Board Natthis, Ingraai, Board,Cabinet Matth i s, I ngraai. Board, CabinetId 12 Task Description____________________________ Identify data to measure needs of district 13 Study data to aaaaura naeda 15 16 1/ IB 19 2S 21 22 Little Rock School District Progrem Planning and Budgeting Project Hanageawnt Report X Comp. 100X MX \u0026amp;rtn9M Hlnlma Perfonwnce (MPT) lol Banaflaaieot Davalop data col taction plan for ANPT raaulta Aasign responstbilitles for AHPT data collaction Collect data froai AHPT raaulta Analyze data froai AHPTraaulta Report data findinga froai AHPT for Mrge into needs assessment Sini2!:d fi isii dm Boasssa Develop dete collection plan for Stanford B raaulta Asaign raaponaibilitiea for Stanford 8 data collection Pege 2 100X 100X 100X 100X 100X 100X 100X 100X 100X Start 7/2/93 8/2/93 1VW/W 11/10/93 11/12/93 11/12/93 11/17/93 11/23/93 1V10/W 11/10/93 11/12/93 Date 1/31/94 Finish 7/2/93 2/4/94 11/23/93 11/10/93 11/12/93 11/17/93 11/19/93 11/23/93 11/23/93 11/10/93 11/12/93 Resources________________ Hatthis,Ingran,Hilhollen Hatth1a,Ui 11 iaa*, Ingraai.Mi Ihol lan.Nayo lnaraai.Hobbv Ineraa Ingraa Hoijby Hobby Hobby, Ingraai Ingraa IngraaiId 23 Task Description_____________________ Collect dete froa Stenford 8 results 24 Analyze data froai Stanford 8 raeulta 25 26 28 29 30 31 32 33 Little Rock School District Prograa Planning and Budgeting Project Nanagaaant Report X Coap. 100X 100X Report deta findings froa Stanford 8 for aerge into needs assessment BW9flrwti9n Honltorinn Seoorta Audit Assign responsibility for data collection Develop dete collection plen Collect data Request to Progria Managers to coapere with 1st Quarter's Program Budget Document Report findings to PRE for large with Prograa Budget Docunent, where eppropriate Desegregation Plans Audit Assign responsibility for date collection Page 3 100X 100X 100X 100X 90X OX 241 100X Start 11/15/93 11/18/93 11/23/93 10/15/93 10/15/93 10/18/93 10/21/93 12/15/93 2/9/94 10/15/W 10/15/93 Dete 1/31/94 Finish 11/16/93 11/22/93 11/23/93 2/11/% 10/18/93 10/20/93 12/14/93 1/31/94 2/11/94 2dlZ2\u0026amp; 10/18/93 Resources Dunber Dunbar Dunbar,Ingraa Nayo Nayo,Hart Mayo,Hart Nayo NayoId 34 Task Description_____________ Develop data collection plan 35 Col tact data 36 37 39 39 40 41 42 43 Little Rock School District Prograa Planning and Budgeting Project Manageaant Report X Coap. 100X 100X Request to Prograa Managers to coapare with 1st Quarter's Prograa Budget Docunents Report findings to. Planning, Research and Evaluation for aerge with Prograa Budget Docunent, where appropriate Court Orders Audit Assign responsibility for data collection Develop data collection plan Collect data Request to Prograa Managers to coapare with 1st Quarter's Prograa Budget Docunent Report findings to Planning, Research and Evaluation for erge with Prograa Budget Docunent, where appropriate Currlculiw Audit Page 4 90X OX 2a 100X 100X 100X 90X OX 2B Start 10/18/93 10/21/93 1/31/94 2/9/94 10/15793 10/15/93 10/18/93 10/21/93 12/15/93 8/2/93 Data 1/31/94 Finish 10/20/93 12/14/93 1/31/94 2/11/94 2/1179* 10/18/93 10/20/93 12/14/93 1/31/94 2/11/94 2/4/94 Resources Mayo,Hart Mayo.Hart Mayo Mayo Mayo Mayo,Hart Mayo,Hart Mayo MayoId 45 47 48 50 51 52 53 54 55 Little Rock School District Prograai Planning and Budgeting Project Nanageaunt Report Task Description_________________________________________ Develop plans for data collection for Curriculus Audit Assign responsibtlitiss for colltct\u0026lt;an--Curriculus Audit Collect data for Curriculus Audit Establish procedures for review and assessaunt of Curriculus Audit data Organize and label Curriculus audit data--findings of Monitoring and Status Reports, Curriculus Objectives, achievement Relate/assess the data results back to the Curriculus Audit findings Ans lyze the effectiveness of revised curriculus, polices, etc. Identify factors that facilitated attairasent of curriculus goals Identify obstacles that prevented curriculus goal attainsMnt Nake recoeaendatioins for prograsi add i t i ons/de I et i ons/awd i f i ca t i ons Report data findings fron Curriculus Audit for surge into needs assessaient X Coiap. 100X 100X 100X 100X 100X 100X 100X 100X 100X 100X 85X Psge 5 Start 8/2/93 11/12/93 11/15/93 11/15/93 11/29/93 12/6/93 12/15/93 12/16/93 12/16/93 1/7/94 1/7/94 Date 1/31/94 Finish 11/19/93 11/12/93 11/30/93 11/19/93 12/7/93 12/15/93 12/15/93 12/17/93 12/17/93 1/21/94 2/4/94 Resources Natthis,Curriculus Supervisors Matthis Curriculus Supervisors Natthis,CurriculuB Sifwrvisors Natthis,CurriculuB Supervisors Natthis,CurriculuB Sifiervisors Natthis,Curriculiai Sqiervisors Natthis,Curriculus Supervisors Natthis,Curriculus Sqpervisors Natthis,Curriculus Supervisors Natthis,Curriculus SupervisorsId S6 Task Description_______________________ School CUattZHuWD Heiationa Survey 57 Develop data collection plan for SC/HR 58 Aaaign reaponaibilitiea for SC/HR data collection 59 Collect data froai SC/HR aurvey 60 Analyze data froa SC/HR aurvey 61 62 63 64 65 66 Little Rock School District Prograa Planning and Budgeting Project Managaaant Report X Comp. 100X start Finiah 8/25/93 Resource* 100X 100X 100X 100X 8/16/93 8/17/93 8/18/93 tIZilVi 8/16/93 8/17/93 8/19/93 warn Ingraa Ingraa PannNonaan.Saith PannNoraMn.Snith Report of data findinga froa SC/HR aurvey for aarge into needs assessment Fecilitiea Study Develop data collection plan for Facilitiea Study Aasign responsibilities for Facilities Study Collect data for Facilities Study Prepare report for Facilities Study Page 6 100X SB 100X 100X 100X 75X 8/24/93 PennNorsan.Sai th,Ingraa 9/1/93 9/1/93 9/17/93 9/20/93 1/25/94 Date 1/31/94 2/4/94 9/16/93 9/17/93 1/12/94 2/3/94 HiIhollen,Eaton Nilhollen.Eaton NiIholIan,Eaton Nilhollan,EatonId 67 69 70 71 Ti 7i 74 75 76 77 Little Rock School Diatrict Prograa Planning and Budgeting Project Nanageaant Report Task Description____________________________________________ Report data findings froa Facilities Study for large into needs assessaent Praportiomt Allegation Fonwlw Develop data collection plan for Proportional Allocation Foraulas Assign responsibilities for Proportional Allocation Foraulas Collect data for Proportional Allocation Foraulaa Analyze data froa Proportional Allocation Foraulaa Prepare Proportional Allocation Foraulaa Report Report data findinga froa PropotioneI Allocationa Foraulaa atudy for aarge into needs aaaeaanant Collect and aerge issues froa work session (Aug. 31, 1993) into needs assessaant inforaation ConhKt work aeaaion for data analyaea of all atudiea, surveys, foruaa, dialogues, etc. Coafilete needs asaeaaaant Hating X Coap. OX Start 2/4/94 Finish 2/4/94 Resources______ Nilhollen,Eaton Page 7 23 100X 100X 100X 100X 92X OX 7SX 25X OX 9332 e/2/93 8/20/93 Nilhollan 8/23/93 %/u/n 11/1/93 11/29/93 2/4/94 1/25/94 1/26/94 \\mi96 Date 1/31/94 8/23/93 10/27/93 11/24/93 ini96 2/4/94 2/4/94 2/4/94 2/4/94 Nilhollan Eaton,Bamhouta,Boykina,6a(l\u0026gt;erry,Ni Ihol Ian Ni Ihol lan,Eaton,Bamhouae,Boykina,6adberry Nilhollen Nilhollen Natthia.UiIIiaaa,Ingraa.NiIholIan,Nayo Natthia.UiIIiaaa,Board,Cabinet Ui 11iaae,Natthia,NayoId 78 Tisk Description_________________________ Publish Drsft of Needs Assessaent Report 79 Fimlizi md Publish Nssds Asssssasnt Report 80 Begin 9S-96 needs sssessaent cycle SI Progrea liwentorv 82 Identify DSeg progreas 83 84 85 U 67 88 Little Rock School District Progria Plinning ind Budgeting Project Nenegeeant Report X Coap. OX OX OX 2Q 100X Identify priaery end secondery leeders for DSeg progreas Revise DSeg Progria listings Receive epprovil of OSeg Progrea listing Distribute DSeg Progrea listings to selected resource persons Conduct inservice for DSeg Progria aimgeri end principili Develop Progria Budget Dociannt for DSeg Progran Pige 8 100X 100X 100X 100X 100X 100X Start 2/4/94 2ZU/9* */*/94 7/1/93 7/1/93 7/1/93 7/19/93 7/19/93 9/9/93 9/16/93 8/6/93 Dite 1/31/94 Finish Kesourcet 2/4/M Ui 11 iMS, Ingria 2/U/94 Mstthis,Ui(lisBs,IngriB 11/4/94 6/30/94 7/1/93 7/1/93 9/8/93 7/19/93 9/9/93 9/23/93 Metthis.Uillisas,Ingrea.NiIhollen.Neyo Ingrea Ingria Ingria ! Mitthis,Ingrea Ingria Nitthli.lngria Ingria 'llLittle Rock School Dlatrlct Prograa Planning and Budgeting Project Hanageaent Report Id 89 90 91 92 93 94 95 96 97 98 CosnsJiitv Forum Tesk Description_____________________ Establish a list of Non-DSeg Progrsas Identify priaary and aecondary leaders for Non-DSeg Progrsas Revise Non-DSeg Progrssi listings Receive spprovsl of Non-DSeg Progrssi listing Distribute Non-DSeg Prograa listing to selected resource persons Conduct Inservice for Non-DSeg progrsa asnsgers Develop Progrsa Budget Docusents for Non-DSeg Progrsas Merge DSeg end Non-DSeg Program Into e composite listing Generate a Prograa Inventory Report Conduct 95-96 Prograa Inventory X Coap. 100X lOOX 100X 100X 100X 100X 100X 100X OX 21S Page 9 Start 8/26/93 11/16/93 8/27/93 11/15/93 11/16/93 12/10/93 ntwm 1/18/94 1/20/94 5/2/94 9/U/W Date 1/31/94 Finish Resources 8/26/93 UIllIssa.Natthls.Inarssi 11/29/93 11/15/93 11/15/93 11/16/93 12/10/93 1/18/94 1/20/94 6/30/94 2/4/94 UlllIssv.Hatthls.Ingrsa UI lUssa.Natthls, Ingrssi UlUlssM.Netthls.Ingrssi Ingrssi Ingrssi IngrsB,Non-DSeg Progrsa Nensgers Ingria Ingrsa.Besss Ingraa Id 100 Task Description___________________________________ Develop data collection plen for Coaesmity Foruaa 101 Set locationa end schedule for Coanunity Foruaa. 102 Develop CoaiBunity Forua saafile agenda 103 Develop data collection tool (eetrix) for Coanunity Foruas 104 Conduct Cloverdale Elaanntary Coanmlty Forua IOS 106 107 108 109 110 Little Rock School District Prograai Planning and Budgeting Project Hanagoaent Report X Comp. 100X 100X 100X 100X 100X Gather Cloverdale feedback data for input into aatrix Conduct Parkvieu Coaaunity Forua Gather Perkview Coaesnity Forua feedback data for input into aatrix Conduct Bsle Coanunity Forua Gather Bale Coanunity Forua feedback data for input into matrix Conduct Forest Heights Coanunity Forua 100X lOOS 100X 100X lOOX lOOX Page 10 Start 9/14/93 9/21/93 10/4/93 10/6/93 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 11/11/93 11/16/93 Date 1/31/94 Finiah 9/14/93 9/21/95 10/4/93 10/7/93 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 11/12/93 11/16/93 Resources_________ Bsssa,Wagner,Mayo Wagner,Hayo Basse Basse,Wagner(Mayo WHUaae Basse WilliaaN Basse Willism Basse WilliaasId 111 112 113 114 115 116 uz 118 119 120 121 Little Rock School Diatrict Prograai Planning and Budgeting Project Nanageaant Report Teak Deacription__________________________________________ Gather Foreat Heighta Coaaaunity Forue feedtack data for input into matrix Conduct Rockefeller Coentrity Forue Gather Rockefeller Coaaaunity Forue feecfcack data for input into aatrix Conduct Gerlend CoaMunity Forue Gather Gerlend Coaaaunity Forue feedback data for ir^t into matrix Finelize end pUtlieh Coaeenlty Forue Matrix PiBtrict Pielofluee Develop data collection plen for Diatrict Dialoguea Set echedule for Diatrict Dialoguea Develop Diatrict Dialogue aaiaple agende Develop data collection tool for Diatrict Dialoguea (matrix) X Comp. 100X 100X 100X 100X 100X 100X SS 100X 100X 100X 100X Page 11 Start 11/17/93 11/30/93 12/1/93 12/6/93 12/6/93 12/6/93 10/27/93 10/27/93 10/28/93 11/9/93 11/9/93 Dete 1/31/94 Finiah 11/17/93 11/30/93 12/1/93 12/6/93 12/6/93 1/6/94 2/4/94 10/27/93 10/28/93 11/9/93 11/9/93 Reaourcea Baaaa UilUaM Beeee Ullllaie Beeee Beeee Mayo,Baaea,Uagner Uagner,Baaea,UiIIiaaa,Nayo Baaaa BaaaaId 122 123 124 125 126 127 128 129 130 131 122 Little Rock School Dittrlct ProgrtM Planning and Budgeting Project Hanagenent Report Task Detcriptlon__________________________________________ Conduct Central Office Adainistration District Dialogue Gather Central Office Adalnlatratlon feedwek data for Input Into natrix Conduct Teachers District Dialogue Gather Teachera Dittrlct Dialogue feedback data for Input into natrix Conduct Principals District Dialogue Gather Principala Dittrlct Dialogue feedbacl data for Input Into natrix Conduct Clattiflad Staff Dittrlct Dialogue Gather Claaaifiad Staff Dittrlct Dialogue feedbeck data for nerge into awtrix Finalize and publlah Dittrlct DItlogue Mtrix fiofit IQd obiectivet Plwn\u0026lt;na Sssslaa X Conp. 1O0X 100X 100X 100X 100X 100X OX OX OX 100X 100X Page 12 Start 11/23/93 12/1/93 12/15/93 12/16/93 1/6/94 1/7/94 2/3/94 2/3/94 8/2/93 8/2/93 Date 1/31/94 FInIth 11/23/93 12/13/93 12/15/93 12/16/93 1/6/94 1/7/94 2/3/94 ?zia/a wim Retourcet Uilllans Basta uniiaM Bassa Willies* Bataa Ullllaaa BattaId 133 Task Description______________________ Identify process for goal development 134 Detensine date and site for work session 135 Identify snterials for work session 136 Develop aateriels for work session 137 138 122 140 141 142 143 Little Rock School District Progrsa Planning and Budgeting Project Nanagesant Report X Coap. 100X 100X 100X 100X Identify snd notify participants for the work session Conduct work session Conduct Coal Cettinn Work Cession Identify process for goal setting work session Identify perticipents for the goal setting work session Detensine date and site for goal setting work session Distribute beckground aaterials to the perticipants 100X 100X 100X 100X 100X 100X 100X Page 13 Start 8/2/93 8/13/93 8/16/93 8/17/93 8/12/93 8/20/93 8/23/93 8/23/93 8/23/93 8/24/93 8/25/93 Date 1/31/94 Finish Resources 8/17/93 Hatthis.Inerssi.Glssgou 8/13/93 8/16/93 8/18/93 8/12/93 8/20/93 9/3/93 8/24/93 8/23/93 8/24/93 8/25/93 Natthis Matthis, Ingrasi.Glasgou Natthis,Ingraa Natthis Cabinet Natthis,Ingraa,Glasgow Natthis Natthis,Ingrsa NatthisId 144 US U7 148 149 150 151 152 153 154 Little Rock School District Prograa Planning and Budgeting Project Hanageaant Report Task Description___________________________________________ Conduct work session to develop tentative aiasion stateaant, develop tentative goals, and a list of issues that aay enhance or restrict goal attalnaant Prepare Materials for Board work session Con**t Board Mack SsulSQ Establish data and sits for work session Distribute background aaterials to Board laabers Review of preliainary list of issues for needs assesssant by Board Revieu/revise tentstive aission stetaaant and goals Revieu desegregetion prograa inventory Review identified proportionel ellocations Establish written priorities Identify edditional \"fest-track\" prograa evaluation X Caap. 100X 100X 100X 100X 100X 100X 100X 100X 100X 100X 100X Page 14 Start 8/31/93 9/1/93 8/30/93 8/30/93 9/1/93 9/9/93 9/9/93 9/9/93 9/9/93 9/9/93 9/9/93 Dete 1/31/94 Finish 8/31/93 9/3/93 9/9/93 8/30/93 9/1/93 9/9/93 9t9t\u0026lt;n 9l9fVi 9/9/93 Resources Cebinet,Boerd,PTA,CTA,Prin Roundteble,Betty Caldwell Matthis,Ingraa Natthia Natthia,Ingraa Board,Natthis,Ingraa Bosrd Bosrd Bosrd Board BoardId 155 Task Description____________________________ Identify strstegies for funding shortfalls 156 157 158 J52 160 161 162 163 164 165 Little Rock School District Prograai Planning and Budgeting Project Manageaant Report X Coap. 100X Start 9/9/93 Finish 9/9/93 Resources Board Develop coaassiicetion strategy for ission stataaant and goals Distribute Bistion stateeNnt and goals Distribute list of priorities 12ad grtrwt Usdi Detersiina data and site for Board Retreat Identify agenda itea* for Board Retreat Establish agenda for Board Retreat Gather and distribute Mterials for Boerd Retreet Conduct date analysis twrk session for Board Retreat Conduct Board Retreat Page 15 100X 100X 100X SSI 100X 100X 90X 85X OX OX 9/10/93 9/10/93 9/10/93 12/2/93 xuzm 1/12/94 1/12/94 1/12/94 2/1/94 2/4/94 Date 1/31/94 9/10/93 9/10/93 9/10/93 \\znm 1/12/94 2/3/94 2/3/94 InarM.HatthU lngraa,Uagnar Board Uillisaa.Board UilliaaB.Board UilliaiM.Board Ui 11 isR,Matthis, IngraaifNi Ihol lan.Gadberry UilliasM,Cabinet UilliaiRS.BoardId 166 Task Description_________________ Report outcomes of Board Retreat 167 Detenaina the need for an additional Board Retreat 1^ Proaraai Devetooaent 169 170 171 172 in 174 175 176 Little Rock School District Prograai Planning and Budgeting Project Manageaient Report X Coap. OX OX 1\u0026amp; Develop philosophy and/or objectives for prograaa and /or prograa aodifications Schedule and hold iNetinss for organizing the project Seek copies of source docuaents from experts, other school districts Exaaiine trends of experts in the designated fields Organize a coamittee to develop educational specifications Establish fraanuork for: curriculua offerings\nservices and support prograas\npolicies for instructional delivery\noateriats/supplies/equipaient\nstaffing needs and staff development needs\nbudget Relate/rcferance recoomendations froa curriculua audit needs assessawnt results to established aission statement, goals, and DSeg Plan Review recoanendations froai curriculua audit needs assesssKnt in order to identify additional prograias or prograa awdificat ions Psge 16 100X 100X 100X 100X 100X 75X OX 75X Start 2/10/94 2/11/94 11/15/W 11/15/93 11/19/93 11/19/93 11/19/93 11/19/93 1/7/94 1/7/94 Date 1/31/94 Finish 2/11/94 4/30/M ilium 11/19/93 12/15/93 12/15/93 12/15/93 11/26/93 2/18/94 2/7/94 Resources Uilliaas,Board Ui lliMt,Boa rd,Cabinet Hatthit,Curricului Supervisora Natthia,CurriculuR Supervisora Hatth\u0026lt;a,Curricului Sipervisora Matthis,CurriculuR Sigiervisors Hatthis.Curriculus StRiervisors Natthis,Curr1culus Supervisors NatthiSfCurriculua St^iervisors Hatthis.Curriculus SupervisorsId 177 Task Description__________________________________ Develop Business Case for prograa and/or prograa aodifleetions 178 179 180 181 122 183 184 185 186 187 Little Rock School District Prograa Planning and Budgeting Project Hanageaient Report X Coap. OX Start 2/8/94 Finish 2/10/94 Resources______________________ Natthis,Curriculin Supervisors Sufaait Business Case for prograa and/or prograa nodifications to Superintendent and Board of Directors Develop prograa and/or prograai andificationa Review prograa and/or prograa aodificationa with Cabinet Decide to iapleawnt or not to iapleaant progreaa and/or prograa andificationa Prepare initial financial forecasts for coaing year Issue instructions for budget preparation at all levels Develop budget preparation training laterial Conduct budget preparation training sessions Budget aanagers siinit 94-95 budget requests Page 17 OX OX OX OX 223 40X 100X 100X 100X 85X 2/10/94 2/18/94 2/2S/94 2/28/94 12/1/93 11/30/93 11/18/93 12/6/93 1/14/94 Date 1/31/94 2/17/94 2/24/94 2/28/\u0026lt; 2/11/94 12/3/93 11/30/93 12/17/93 2/28/94 Natthis,Currlcului Suparvitors Hatthia.Curricului Superviaora Natthis,CurriculuB Supervisors Natthis,CurriculuB Supervisors NiIhollen Nilhollsn NiIholIan Hi Ihollen NUhollenId 188 Task Description________ Begin budget developawnt 189 Rvit financial forecast for coaling year 190 Sutaait proposed budget to Board 191 Conduct Board work setaione on budget 192 Revise budgets, as needed 193 194 195 196 197 12B Little Rock School District Prograai Plaming and Budgeting Project Nanageaient Report X Coat). 100X OX OX OX OX Notify certified personnel of possible staff reduction Board approval of tentative budget Notify classified personnel of possible staff reduction Board adoption of 94-95 budget Subait 94-95 budget to State Prarw iBet Pocusant UU Quarter:2nd Quartef\n3rd Ousrter:4th Quarter) Page 18 OX OX OX OX OX Start 1/18/94 3/1/94 3/24/94 3/28/94 4/18/94 4/1/94 5/2/94 5/3/94 7/1/94 8/1/94 9/1/93 Date 1/31/94 Finish 1/18/94 3/15/94 3/24/94 4/15/94 4/30/94 4/30/94 irihlVt 5/31/94 7/28/94 8/26/94 8/1/94 Resources Ni Ihollen HiIholIan HiIholIan NiIhollan,Board,Hatthia Milhollen Ni Ihol len,6a(tierry Ni lhoUan,Natthi a, Board, Ingraai Ga(berry,NiIholIan Boerd,Nilhollan,Natthis Board,NfIhollenId 199 Task Description_____________________________________ Develop Program Budget Dociannt Report Plan for all quarters for DSeg Prograan 222 111 aartgf Prwrw udaet Poowent Rggrt 201 Prepare training anterial for principala, program managers and clerical staff 202 Conduct training tettion for principala, prograai managera, and clerical ataff\ndiatribute diakettea 203 Diaseaiinate written program dociannt inatructiona to principala and program managera 204 205 206 207 208 209 Little Rock School Diatrict Prograai Planning and Budgeting Project Hanageacnt Report X Comp. 100X loot loot loot loot Adviae progran managera and principala on Program Budget Dociment Generate diakette management flow inforantion to relative ataff in School Operations and PRE office Plan lat follow-qp training aesaion on the Program Budget Dociisent and WordPerfect Conduct lat follow training aeaaiona on the Prograai Budget Document and WordPerfect DSeg Progrtaw Oiakettes due back to Planner PRE perfortM check-in procedurea and data clean-ig) on diakettea loot loot loot loot loot loot Page 19 Start 9/1/93 9/17/W 9/17/93 9/23/93 9fiatn 9/28/93 10/1/93 10/5/93 10/5/93 10/U/93 10/13/93 Date 1/31/94 Finish 9/21/93 n/i2zg 9/21/93 9/23/93 9/30/93 10/18/93 10/5/93 10/8/93 10/8/93 10/14/93 10/22/93 Reaourcea Ingram,Baaaa IngrM.Hatthit,Basta I nor tai Bataa,Ingraa Bataa,Ineraa Bmm Baata,Glat8ow Batta,Glatgou InoraM,Baasa PRE Clerical Staff,BastaId 210 Task Description_______________________ PRE generates hard copies of diskettes 211 212 213 2U 215 216 217 214 219 220 Little Rock School Diatrict Program Planning and Budgeting Project Management Report X Comp. 100X Start 10/22/93 Finish 10/26/93 Resources PRE Clerlcel Staff PRE developa relative narrative end the Controller provides financial Info for the Program Budget Docuaent Report PRE coabines all relative Info for Program Budget Docuaent Report (let Quarter) PRE dlaaamlnates dreft of report to aelected resource people Revite draft Prepare for ptiillcetlon of Program Budget Docusant Sibmlt publlahad Program Budget Docusant Report to the Court Return DSeg Program dlakettes to amnagert and principala OMirttr frOflrBHI Ooctaent Report Adviae program aanagera and principala on PBO Prepare trelning material for follow-up training sesalona on the PBO and WordPerfect Page 20 100X 100X 100X 100X 100X 100X 100X 4S 100X 100X 10/22/93 yamtvi 10/29/93 11/2/93 11/2/93 11/3/93 11/12/93 11/15/W 11/23/93 11/15/93 Date 1/31/94 10/26/93 10/28/93 10/29/93 11/2/93 11/2/93 11/3/93 11/12/93 2/16/94 1/U/94 11/17/93 BasM, InarM,MI Ihol ln PRE Clerical Staff,Basta,IngraM Ingraa Ingram,Basta Ingram UI 11lama,Ingram PRE Clerical Staff,Baaaa,Ir^ram Ingram,Baaaa,Aaa't Sigjta Bataa,GlaagouId 221 222 223 224 22S 226 227 228 229 230 231 Little Rock School District Prograa Planning and Budgeting Project HanagesKnt Report Task Ducription___________________________________________ Dissuinate standardized inatructiona for coapleting the PBD to principala and prograa aanagera Conduct training ausiona for principala, prograa aanagers, and clerical ataff Diakettu due back to Planner PRE perforaa check-in proceduru and data clean-up on diskettu PRE generatM hard copiea of diakettu PRE developa relative narrative and the controller provides financial info for PBD Report PRE coabinu all relative info for PBD 2nd Quarter Report PRE dissaainatu drafta of report to aelected ruource people Revise draft Prepare for publication of 2nd Quarter Prograa Budget Docuaent Report Subait published 2nd Quarter Prograa Budget Docuaent Report to Court X Coap. 100X 100X 100X 100X 100X 100X 90X 100X OX OX OX Page 21 Start 12/8/93 12/10/93 Mb/9b 1/6/94 1/14/94 1/26/94 2/1/94 1/31/94 2/2/94 2/3/94 Date 1/31/94 Finish Retourcet 12/8/93 Batu 12/14/93 Mb/V, 1/14/94 1/21/94 1/26/94 2/1/94 1/31/94 2/2/94 GlMflOM,BUU Principals,Prograa Hanagara PRE Cleriul Staff,Basu PRE Clerical Staff lngraB,Buaa,PRE Clerical Staff Ingraa,BaaM,PRE Cleriul Staff Ingraa Ingraa PRE Clerical Staff,Busa, Ingraa Uilliaas,lrraaId 232 Tesk Description______________________________________ Return diskettes back to the principels and prograa aanagers 233 Develop instructions for including any additional desegregation obligations to be Included in 3rd Qtr Prograa Budget Docunent Report Si 2d Quarter Prograw Budnet Docwent RtB2rt 235 Advise prograai annagera and principals on tha PBO 236 237 238 239 240 241 242 Little Rock School District Progrsa Planning and Budgeting Project Hanageaent Report X Coap. OX OX SS OX Start 2/8/94 2/11/94 VW/Vt F\u0026lt;nih Rmoutcm 2/8/94 PRE Clerical Staff,Basse 2/16/94 5/10/94 InoraM.Baasa ln0raw,Baaaa,Asa't S(^ts,Heyo Prepare training eaterlal for principals, prograa aanagers, and clerical staff for 3rd follou'up training on UordPerfect and the Prograa Budget Docunent Disseainate raainder Instructions for PBDcoopletion to principals and prograa aanagers Diskettes due beck to Plenner PRE perforas check-In procedures end data clean-is\u0026gt; on diskettes PRE generates hard copies of diskettes PREdevelope relative narretive and the controller provides financial info for 3rd Quarter Prograa Budget Docunent Report PRE coafclnes all relative Info for 3rd Quarter for PBD Report Page 22 OX OX OX OX OX OX OX 3/11/94 3/15/94 Baasa.PRE Clerical Staff 3/21/94 3/21/94 Baaaa, Ingraai 4/8/94 4/8/94 4/15/94 4/15/94 4/20/94 Date 1/31/94 4/15/94 4/20/94 4/20/94 4/25/94 Principals,Prograai Managers PRE Clerical Staff,Basaa PRE Clerical Staff NiIhollen,Bassa,Ingraa Ingraa,Basse,PRE Clerical StaffId 243 2U 245 248 247 2iS 249 250 251 252 253 Little Rock School District Prograai Planning and Budgeting Project Hanageant Report Task Description________________________________________ PRE disseaiinates draft of report to selected resource people Ravisa draft Prepare for publicetion of Prograai Budget Report for the 3rd Quarter Sifaait puli shed 3rd Quarter Prograai Budget Docuant Report to Court Return diskettes to prograai Managers end principels itb Quarter Progrew Budget Pnnmt Report Advise principels end prograai aansgers on tha PBO Diskettes due beck to Planner PRE perfonas check-in procedures snd deta clean-up on diskettes PRE generates hard copies of diskettes PRE develops relative narrative and the controller provides financial info for 4th Quarter PBO Report X Coap. OX OX OX OX OX OX OX OX OX OX Page 23 Stert 4/26/94 4/27/94 4/28/94 5/2/94 5/10/94 5/13/94 5/13/94 7/11/94 7/7/94 7/14/94 7/18/94 Dete 1/31/94 Finish 4/26/94 4/27/94 4/28/94 5/6/94 5/10/94 8/1/94 7/8/94 7/11/94 7/14/94 7/20/94 7/22/94 Resources Ingraai IngrMi.BMM.PRE Clerical Staff Ineraa.PRE Clerical Staff Ingraai.Uillfam PRE Clerical Staff,Baaaa Ingraai,Bassa,Ass*t S(s\u0026gt;ts,Hayo Principels,Progreai Manegers PRE Clerical Staff,Bassa PRE Clerical Staff Mi Ihol len,Bassa, IngraaiId 254 255 256 257 258 259 aa 261 262 263 264 Little Rock School District Prograa Planning and Budgeting Project Hanageaent Report Task Description________ PRE combines all relative Info for 4th Quarter PBO Report PRE disseainates draft of report to selected resource people Revise draft Prepare for piijllcation the 4th Quarter Prograa Budget Document Report to Court Subait (Mill i shed 4th Quarter Prograa Budget Docuaent Report to Court PRE houses diskettes laitil 93-94 school year begins esnitgrina RCd Reporting Develop plenning strategy Prepare monitoring and reporting instructions for all quarters Set up financial pull for 1st Quarter PBO Report with July, August, and Sept, data Distribute 1st Quarter PBO Report to Priaary Leaders X Comp. OX OX OX OX OX OX SSI 100X 100X 100X 100X Page 24 Start 7/22/94 im/v, 7/28/94 7/29/94 8/1/94 8/1/94 7/1/93 9/1/93 10/26/93 11/15/93 Date 1/31/94 finish 7/22/94 7/28/94 7/29/94 8/1/94 8/1/94 8/8/94 7/30/93 9/21/93 10/26/93 11/15/93 Resources________________________ PRE Clerical Staff,Bas8a,Ingraa Ingraa Inoraai,Baa8a,PRE Clerical Staff PRE Clerical Staff,Ingraa Ingraa,Uill{aBS PRE Clerical Staff,Sassa Ingraa,Natthis,H1Ihollen lngraa,Natthia Nilhollen IngraaId 265 266 267 268 269 270 271 272 273 274 2S Little Rock School District Prograa Planning and Budgeting Project Menegeaent Report Tesk Description__________________________________________ Provide feedback to principals snd prograa aanagers on 1st quarter report Set up financial pull for 2nd Quarter PBD Report Distribute 2nd Ouerter Progrsa Budget Docuaent Report to Primary Leaders Provide feedback to principals and prograa aanagers on 2nd Quarter Prograa Budget Docuaent Set up financial pull for 3rd Quarter Prograa Budget Docunent Report Disseminete 3rd Quarter Prograa Budget Docuaent Report to Primary Leaders Provide feedbeck to principals and prograa aanagers on 3rd Quarter PBD Report Set up finencial pull for 4th Quarter PBD Report Disseaiinete 4th Quarter PBD Report to the Priaary Leaders Modify process as necessary Prograa Evaluation X Coap. 100X 100X OX OX OX OX OX OX OX OX is Page 25 Start 11/22/93 1/26/94 3/11/94 3/15/94 4/15/94 5/12/94 5/13/94 7/18/94 8/8/94 4/1/94 SZ2SZS Date 1/31/94 Finish 11/30/93 1/26/94 3/11/94 3/18/94 4/15/94 5/12/94 5/17/94 7/18/94 8/8/94 4/30/94 Resources Prisary Lesders Milhollen Ingraai Priaary Leaders Milhollen Ingraai Priaary Leaders Ingrsai IngraaId 276 277 278 279 280 281 282 283 284 285 286 Little Rock School District Prograa Planning and Budgeting Project Hanageaient Report Task Description__________________________________________ Review Desegregation Plan for potential target prograa* Develop progrea evaluation instruaent and procesa Conduct inforaation/oricntation events to infora appropriste staff of activities Identify fast-treck evaluation targets Conduct required training for use of process end evaluation criteria for designated staff Complete fast-treck evaluetion of targeted progrsas Use fest-track evaluation results to detenaine prograa addi tions/deletions/aodif i cations Develop sdditionsl progrsas snd/or progrsa andificatlons Begin prograa evaluation for targeted non-deseg prograas (using established process/criteria) Rsvieu evaluation results for non-deseg prograas Consolidate/aerge results of non-deseg progrsa results into budget developaent X Coap. 100X 100X 100X 100X 100X 100X OX OX OX OX OX Page 26 Start 8/20/93 8/20/93 8/27/93 8/30/93 8/30/93 2/4/94 2/18/94 2/28/94 2/15/94 3/15/94 Date 1/31/94 Finish 8/20/93 8/20/93 8/27/93 8/30/93 8/30/93 1/3/94 2/14/94 2/25/94 2/28/94 3/15/94 4/25/94 Resources Cabinet Cabinet Natthis Natthis Natthis Natthis,Curriculua Supervisors Natthis,CurriculuB Supervisors Natthis,CurriculuB SqMrvisors Natthis,CurriculuB Supervisors Natthis,Curriculua Sipervisors Cabinet Id az Task Description Broad-Based Feedbeck 288 Define input requirenente et Board work aesaion 289 Develop inservice plen on the Prograa Planning and Budgeting Process 290 Begin input process 291 Coafilete input process 292 Plan for internal and external feedback XU Provide internal and external feedback IS6. Prograa Coordination 295 Develop project aanageannt tool 296 Set i4\u0026gt; regular project aanageaient reporting process WL Subeiit ponthlv project aneaeacnt report to Court Little Rock School District Prograa Planning and Budgeting Project Manageaant Report X Coap. ZS 100X 100X 100X OX OX OX 241 45X 90X SI Page 27 Start 8/2/93 9/9/93 9/1/93 8/2/93 2/4/94 2/8/94 3/1/94 8/31/93 10/25/93 12/13/93 M1/W Date 1/31/94 Finish Mi/y4 9/9/93 9/1/93 8/2/93 2/4/94 3/31/94 6/30/4 6/30/94 6/30/94 Rmoutcm Board.Uilliaa* Matthia, Ingriai.Mi Ihol len,Hayo Matthis, Ingraai,Mi Ihollen Ingreai,Bsssa William.Hatthia.Irxiraa UilliaM.liwrMi Bassa,Choate WiIliaaw.Hatthis,Ingraa.Bassa,CabinetId 298 Task Description__________________________________ Submit August annthly annagement report to Court 299 Subait Septeober aonthly manageaient report to Court 300 Subait October annthly management report to Court 301 Subait Noveater annthly manageaient report to Court 302 Subait Decamber aaxithly manageaient report to Court 303 304 Siiaiit February annthly amaiagament report to Court 305 Submit March annthly annagement report to Court 306 Simit April annthly management report to Court 307 Sibait Hey monthly manageaient report to Court 308 Submit June annthly annagement report to Court Little Rock School District Prograa Plenning and Budgeting Project Hanageannt Report X Coap. 100X 100X 100X 100X 100X 100X OX OX OX OX OX Page 28 Start 8/31/93 9/30/93 10/29/93 11/30/93 12/31/93 1/31/94 2/28/94 3/31/94 4/29/94 5/31/94 6/30/94 Dete 1/31/94 Finish 8/31/93 9/30/93 10/29/93 11/30/93 12/31/93 1/31/94 2/28/94 3/31/94 4/29/94 5/31/94 6/30/94 Resources Ui IIiams,Ingram um\u0026lt; MH, Ingraa UilliMB, Ingram Uilliamt,Ingram Uilliaaa,Ingraa UilliMH,Ingraa Uilliaaa.Ingram Ui I Uema, Ingram Uilliaaa,Ingram Uilliaaa,Ingram Uilliaaa,IngramId 1 Task Description________________________________________ Develocment 211 UenQlng Organization iQj Little Rock School District Progrem Planning and Budgeting Project Hanagenent Report Qtr 1, 1994 Qtr 2, 1994 Jul I Aug I Sep Oct I Mw I Pec Qtr 3, 1994 Jan I I Mar Qtr 4, 1994 Apr I May I Jun Btr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jen I FA I Mar 2 Designate District Planner 3 Hire Planning Specialist 4 Train Planning Specialist 5 Reassess planning organization and structure 6 Restructure and modify, if necessary z Heeds Assessment 8 Define purpose, process, and format 9 Cosmunicate to the District end comnsoity the purpose, process, and format to be used in the program planning and budgeting process 10 \"y/A\\ Develop and define the mission statement and goals for the District Project\nDate: 1/31/94 Critical y/yy/yy/y/y/y/y/y/A Progress * Milestone Simnary  Rolled Up 0 Page 1 Date 1/31/94Id 11 Task Description Develop preliaiinary list of issues for needs assessment 12 Identify data to awasura needs of district 13 IS 16 17 IB 19 2fi Study data to iKasure needs Arkansas Hiniaaas Perfonaance (AHPT) Test dets aanageagnt Develop data collection plan for AHPT results Assign responsibilities for AHPT data collection Collect data froai AHPT results Analyze data froai AiiPTresults Report data findings froai AHPT for arge into neieds sssessaent Stanford S Test data aanaaeaent Project: Date: 1/31/94 Critical Little Rock School District Prograai Planning and Budgeting Project HanageiRent Report Qtr 1, 1994 Jul I Aug I S^ Qtr 2. 1994 Oct I Mw I Dec I I Progress H Hilestone Qtr 3. 1994 Jan j I Har Page 2 Date 1/31/94 Qtr 4, 1994 Apr I Hay I Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Mw I Pee Qtr 3. 1995 Jan I Feb | Her Sueaary  Rolled Up 0Id 21 Task Description_____________________________________ Develop dete collection plen for Stanford 8 results 22 Aaaign reaponaibilitiea for Stanford 8 data collection 23 Collect data frcai Stanford 8 reaulta 24 Analyze deta froai Stanford 8 reaulta 25 Report deta findings from Stanford 8 for awrge into needs assessment 2\u0026amp; Peeeflrefletlon Wooltorina Seporta Audit 27 Aaaign responaibility for data collection 28 Develop data collection plan 29 Collect data Little Rock School Diatrict Prograai Planning and Budgeting Project HanagcaKnt Report Qtr 1. 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mw I Dec I I I I Qtr 3. 1994 Jan I I Mar Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I MOV I Dec Qtr 3. 1995 Jan I I Her 30 Requeat to Progran Managers to compare with lat Quarter's Program Budget Docunent Project: Date: 1/31/94 Critical Progreaa  Mileatone  Sumary \" Rolled Up 0 Page 3 Date 1/31/94Id 31 Task Description________________________________________ Report findings to PRE for merge with Program Budget Docunent, where appropriate 32 Deseareaatlon Plans Audit 33 Assign responsibility for data collection 3* Develop data collection plan 35 Collect data Little Rock School District Prograai Planning and Budgeting Project Hanageaent Report Qtr 1, 1W4 Jul I Aug I Sep Qtr 2, 199* Oct I Nov I Dec Qtr 3. 199* Jan Mar Qtr*, 199* Apr I May I Jun Qtr 1, 1W Jul I Aug I S^ Qtr 2, 1995 Oct I MOV I Dec Qtr 3, 1995 Jan I Feb I Mar 36 I I Request to Program Managers to compare with 1st Quarter's Program Budget Docuarnnts 37 Report findings to Planning, Research and Evaluation for merge with Program Budget Docuaient, where appropriate 3S Court Orders Audit I 39 Assign responsibility for data collection *0 I Develop data collection plan I Project: Date: 1/31/9* Critical Progress Suaaary Rolled Up 0 Page * Date 1/31/9*Id 41 Task Description Collect dete 42 Request to Prograai Hanagers to coepare with let Quarter's Prograai Budget Docuaent 43 a 45 46 47 48 49 50 Little Rock School District Progreai Planning and Budgeting Project Hanegeaent Report Qtr 1. 1994 Jul t Aug I Sep Qtr 2. 1994 Oct I Hot I Dec Qtr 3, 1994 Jan j Feb 1 Her Qtr 4. 1994 Apr I Hay I Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Hoy I Dec Qtr 3. 1995 Jan I Feb | Her Report findings to Planning, Research and Evaluation for arge with Prograa Budget Docuaent, where appropriate Eucdaiba Aidii Develop plans for data collection for Curriculua Audit Assign responsibilities for collectionCurriculua Audit Collect date for Curriculua Audit Establish procedures for review and assessaKnt of Curriculua Audit data Organize end label Curriculua audit data--findings of Honitoring and Status Reports, Curriculua Objectives, schieveaient Relate/assess the data results back to the Curriculus Audit findings Project: Dete: 1/31/94 Critical Progresa Noncritical Hileatone \u0026lt; I I Siaaaery Rolled Up 0 Page 5 Date 1/31/94Id 51 Task Description Analyze the effectiveness of revised curriculua, polices, etc. 52 Identify fectora that facilitated attainaent of curriculua goala S3 Identify obstacles that prevented curriculua goal attainment 54 Hake recoamendatioina for prograai add i t i ons/de I et i ons/aod i f i ca t i one 55 57 58 59 60 Report dete findings froai Curriculua Audit for aierge into needs assessaient School Cliete/H\u0026gt;*an Selitlono Survey Develop data collection plan for SC/HR Asaign responsibilities for SC/HR deta collection Collect data froai SC/HR aurvey Analyze data froa SC/HR aurvey Project: Date: 1/31/94 Critical Little Rock School Diatrict Prograai Planning and Budgeting Project Hanageaant Report Qtr 1, 1994 Jul I Aub I Sep I ' I Qtr 2. 1994 Oct I Hov I D^ I I Qtr 3. 1994 Jan j Feb I Har Qtr 4. 1994 Apr I Hay I Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Hw I Dec Qtr 3. 1995 Jan I I Har Progress B Hilestone SLaaaary V Rolled Up 0 Page 6 Date 1/31/94Id 61 Task Description_______________________________________ Report of data findings froai SC/HR survey for amrge into needs assessiaent \u0026amp; FoclUtiw Study 63 Develop data collection plan for Facilities Study 64 Assign responsibilities for Facilities Study 65 Collect data for Facilities Study 66 Prepare report for Facilities Study 67 Report data findings froai Facilities Study for aierge into needs assessment W 70 Allocation Forswlaa Develop data collection plan for Proportional Allocation Foraulas Assign responsibilities for Proportional Allocation Forsulas Project: Date: 1/31/94 Critical Little Rock School District Progran Planning and Budgeting Project Manageannt Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec Qtr 3, 1994 Jan [ Feb | Mar A * Progress Noncritical Milestone Page 7 Date 1/31/94 Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W Jul I Aug I S^ Qtr 2. 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Feb I War Susaiary  Rolled Up 0Id 71 Task Description Collect data for Proportional Allocation Formulas 72 Analyze data from Proportional Allocation Formulas 73 7k 75 76 77 n 79 80 Prepere Proportional Allocation Foraulaa Report Report data findings from Propotlonal Allocations Formulas study for merge into needs assessment Collect and merge issues from work session (Aug. 31, 1993) into needs assessment infoneation Conckjct work session for data analyses of all studies, surveys, foruss, dialogues, etc. Coafilete needs aasessaent listir Pibliah Draft of Needs Assessaant Report Finalize and PiAilish Needs Assessaent Report Begin 95-96 needs assessaant cycle Project: Date: 1/31/94 Critical Little Rock School District Program Planning and Budgeting Project Manageaient Report Qtr 1, 1994 Qtr 2, 1994 Jut I Aug I Sep Oct I Mw | Dec Qtr 3, 1994 Jan j F^ I Mar I I I I I I I I I I I I I I I I I I I I I I I I I 9 ' I I I :i I I I I I I I I I I I I I Progresa Noncritical Milestone Page 8 Date 1/31/94 Qtr 4, 1994 Apr I May | Jin Qtr b Jul I Aug I Sep Qtr2, 1995 Oct I Nov I Pec Suaary Rolled Up 0 Qtr 3, 1995 Jan I Feb | MarId \u0026amp;1 Task Description Prograa Inventory 82 Identify OSes prograM 83 Identify prisary and secondary leaders for DSeg prograsis 84 Revise OSeg Prograa listings 85 Receive approval of DSeg Prograa listing 86 Distribute DSeg Prograa listings to selected resource persons 87 Conduct inservice for DSeg Prograa aanagers and principals 88 Develop Prograa Budget Docuaent for DSeg Prograas 89 Establish a list of Non-DSeg Prograas 90 Identify primary and secondary lesders for Non-DSeg Programs Project: Date: 1/31/94 Critical Noncritical Little Rock School District Progrsa Planning and Budgeting Project Hanageaent Report Qtr 1, 1994 Jul I Aug I Sep Otr 2. 1994 Oct I Mov I D^ Otr 3. 1994 Jan I I Her Qtr 4. 1994 Apr I May I Jun Otr 1. 1995 Jul I Aug I Sep Otr 2. 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | Mar I Progress  Milestone Sumary Rolled Up 0 Page 9 Date 1/31/94Id 91 Task Description Revise Non-DSeg Program listings 92 Receive approval of Non-DSeg Prograai listing 93 Distribute Non-DSeg Program listing to selected resource persons 94 Conduct inservice for Non-DSeg prograai aianagers 95 Develop Prograai Budget Docuawnts for Non-DSeg Programs 96 Herge DSeg and Non-DSeg Prograas into a composite listing 97 Generate a Prograai Inventory Report 98 Conduct 95-96 Prograai inventory 2S Co^Jiitv Fonaas Little Rock School District Prograai Planning and Budgeting Project Hanageaient Report Qtr 1. 1994 I Qtr 2, 1994 Jut I Aug I Sep I Oct I Hov I Pec Qtr 3. 1994 Jan j FA I Har Qtr 4, 1994 Apr I Hay I Jun '/////////Z. Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I F^ I Har 100 Develop data collection plan for Coanunity Forums Project: Date: 1/31/94 Critical Noncritical Progress H Hilestone SiaaaMry Rolled Up 0 Page 10 Date 1/31/94Id 101 Task Description__________________________________________ Set locations and schedule for Coansjnity Foruas 102 Develop Coeounfty Foru* saaple egende 103 Develop data collection tool (matrix) for Coonunity Foruas 104 Conduct Cloverdale Eleawntary Coamnity Forua 105 Gather Cloverdale feedback data for input into matrix 106 Conduct Parkvleu Coaaaoity Forua 107 Gather Parkvieu Coanunity Forua feedback data for input into matrix 108 Conduct Bale CoaMuiity Forua 109 Gather Bale Coanunity Forua feedback data for input into matrix 110 Conduct Forest Heights Connunity Forum Project: Date: 1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project HanagesKnt Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec I I I Progress - Milestone 0 Qtr 3, 1994 Jan [ Feb | Her Qtr 4, 1994 Apr I May | Jun Ctrl, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I F^ I Mar Page 11 Date 1/31/94 Sunaary  Rolled Up 0Id 111 Task Description Gather Forest Heights Coeaunity Forua feedback data for input into aatrix 112 Conduct Rockefellar Coonntty Foru* 113 Gather Rockefeller Coanunity Forua feedback data for input into aatrix 114 Conduct Garland Conaajnity ForiM 115 Gather Garland Coaaxnity Forua feedback data for input into aatrix 116 Flnaliza and putoltah Coanunity Forua Matrix UZ 118 Develop data collection plan for District Dialogues 119 Sat tchedula for Diatrict Dialogues 120 Develop District Dialogue sanple agenda Project\nDate: 1/31/94 Critical Noncritical Little Rock School District Prograa Planning and Budgeting Project Hanageoient Report Qtr 1, 1994 Jul I Aug t Sep Qtr 2, 1994 Oct I Nov I Dec Progresa * Milestone Qtr 3, 1994 Jan j F^ I Mar Page 12 Date 1/31/94 Qtr 4, 1994 Apr I May I Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb I Mar Suaaary  Rolled Up OId 121 Task Description_______________________________________ Develop data collection tool for District Dialogues (matrix) 122 Conduct Central Office Adainistration District Dialogue 123 Gather Central Office Adsinistration feedback data for input into Matrix 124 Conduct Teachers District Dialogue 125 Gather Teachers District Dialogue feedback data for input into matrix 126 Conduct Principals District Dialogue 127 Gather Principals District Dialogue feedbacl data for input into Matrix 128 Conduct Classified Staff District Dialogue 129 Gather Classified Staff District Dialogue feedback data for merge into matrix 130 Finalize and pUilish District Dialogue matrix Project! Date: 1/31/94 Critical Noncritical Little Rock School District PrograM Planning and Budgeting Project HanagesMnt Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I D^ Qtr 3, 1994 Jan j Feb | Mar I 1 1 Progress  Hilestone  Page 13 Date 1/31/94 Qtr 4. 1994 Apr I May I Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Otr 3. 1995 Jan I Feb I Her Suamary Rolled Up 0Id 121 Task Description 6osl Ed Objectives IS ConAict Cabinet Plannina Setglon 133 Identify process for goal developaient 134 Detensine date and site for work session 135 Identify Mterials for work session 136 Develop Mterials for work session 137 Identify and notify participants for the work session 138 Conduct work session Little Rock School District Program Planning and Budgeting Project Management Report Otr 1. 1994 Jul I Aug I S^ Otr 2. 1994 Oct I Nov I Dec Otr 3. 1994 Jan jp^l Mar Otr 4. 1994 Apr I May I Jki Otr 1. 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Nov I Dec Otr 3. 1995 Jan I I Mar I 12 ConAjct Coal Settino Work Session 140 Identify process for goal setting work session I Project: Date: 1/31/94 Critical Progress Noncritical Milestone SuMary  Rolled Up 0 Page 14 Date 1/31/94Id 141 Task Description__________________________________________ Identify participants for the goal setting work session 142 OeterMine date and site for goal setting work session 143 Distribute background Mterials to the participants 144 14S Conduct work session to develop tentstive Mission stateaient, develop tentative goels, and a list of issues that My enhance or restrict goal attainment__________________________________ Prepere Mterials for Board work session Conduct Board Work Seaalon 147 Establish data and sits for work session 148 Distribute beckground Mterials to Board nenbers 149 Review of prelininary list of issues for needs assessnent by Board 150 Review/revise tentative Mission statement and goals Project: Date: 1/31/94 Critical Noncritical Little Rock School District Prograai Planning and Budgeting Project HansgesKnt Report Qtr 1, 1994 Jul I Aug I 5^ Qtr 2, 1994 Oct I Mov I Dec Qtr 3, 1994 Jan j I Her Qtr 4, 1994 Apr I May I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | Her I Progress  Hilestone  Suimary Page 15 Date 1/31/94 Rolled Up 0Id 151 Task Description Review desegregation prograa inventory 152 Review identified proportional ellocations 153 Establish written priorities 154 Identify additional \"fast-track\" prograa evaluation 155 Identify strategies for funding ahortfalls 156 Develop coonunication strategy for aission statesient and goals 157 Distribute aission statement and goals 158 160 Distribute list of priorities IS\u0026gt;d Retreat yoji Sesiion Determine date and site for Board Retreat Project: Date\n1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Hanageaent Report Qtr 1. 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mw I Pec Progress H Milestone Qtr 3, 1994 Jan j Frt I Mar Qtr 4, 1994 Apr I May | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar Siaamary Rolled Up 0 Page 16 Date 1/31/94Id 161 Task Description_____________________________ Identify agenda items for Board Retreat Little Rock School District Prograai Planning and Budgeting Project Hanagenent Report Qtr 1, 1W Jul I Aia I Sep Qtr 2, 1994 Oct I Mov I Dec Btr 3. 1994 Jan j Feb I Mar Qtr 4, 1994 Apr I Hay | Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I D^ Qtr 3. 1995 Jan I I Mar 162 Eatabliah agenda for Board Retreat 163 Gather and diatribute Baterlala for Board Retreat id 164 Conduct data analysis work session for Board Retreat 165 Conduct Board Retreat 166 Report outcoaiea of Board Retreat I 167 Detenaine the need for an additional Board Retreat y////////////A KS Proflraw Peveloaaent 169 Develop philosophy and/or objectives for prograns and /or prograai modifications I 170 Schedule and hold anetings for organizing the project Project: Date: 1/31/94 Critical Noncritical Progress H Milestone Sunmary ~ Rolled Up 0 Page 17 Date 1/31/94Id 171 Task Description Seek copies of source docunents froa experts, other school districts 172 ExaMine trends of experts in the designated fields 173 Organize a coanittee to develop educetional specifications 174 175 Establish framework for: curriculua offerings\nservices and support prograas\npolicies for instructional delivery\nneterials/supplie8/equipaent\nstaffing needs and Relate/reference recoamendations from curriculua audit needs assessnwnt results to established nission statement, goals, and DSeg Plan 176 Review recoonerxiatiorM froa curriculua audit needs assessaient in order to identify edditionel prograoa or prograa andificatlons 177 Develop Business Csse for prograa and/or prograa nodifications 178 SUxait Business Csse for progrsa and/or prograa nodifications to Superintendent and Board of Directors 179 Develop prograa and/or prograa Modifications 180 Review prograa and/or prograa nodifications with Cabinet Project: Date: 1/31/94 Critical Little Rock School District Prograa Planning and Budgeting Project Hanageaent Report Otr 1. 1994 Jul I Aug I Sep Otr 2, 1994 Oct I Mw I Dec I Progress  Hilestone Qtr 3, 1994 Jan j Feb | Har Qtr 4, 1994 Apr I Hay | Jun Otr 1. 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Hov I Otr 3. 1995 Jan I Feb | Mar I I B Suaaery  Rolled Up 0 Page 18 Date 1/31/94 Id 181 Task Description Decide to inpleaient or not to implement programs and/or program modifications 1S2 Budgetinn 183 164 185 186 187 188 189 190 Prepare Initial financial forecasta for coaling year Issue instructions for budget preparstion at all levels Develop budget preparation training material Conduct budget preparation training sessions Budget managers sUmiit 94-95 budget requests Begin budget development Revise financial forecast for coming year Submit proposed budget to Board Project: Data: 1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug 1 Sep Otr 2, 1994 Oct I I Dec Qtr 3. 1994 Jan j F^ l Mar  I I I I I I I I I I I I I I I I I I I I I I I I I I I I I CBSZ^EI I I I I: I I I I I I I I I I I I I I Progress  Milestone Page 19 Date 1/31/94 Qtr 4. 1W4 Apr I May | Jun Sunaary  Rolled Up 0 Otr 1, 1995 Jul I Aug I Sep Otr 2. 1995 Oct I iw I Dec Otr 3. 1995 Jan I I MarId 191 Task Description___________________________ Conduct Board work sessions on budget 192 Revise budgets, es needed 193 Notify certified personnel of possible staff reduction 194 Board approval of tentative budget 195 Notify classified personnel of possible staff reduction 196 Board adoption of 94-95 budget 197 Suboilt 94-95 budget to State 128 Proarwi Budget Docuaent ilM 0uarter:2nd OugrtWlM Quarter:4th Quarter) 199 Develop ProgroM Budget Docuaent Report Plan for all quarters for DSeg ProgrsoM 220 1st Quarter ProaroB Budget Docuaent Report Project: Date: 1/31/94 Critical Little Rock School District Progrsn Planning and Budgeting Project Manageaient Report Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jen j FA I Mar Qtr 4, 1994 Apr I May I Jun 0 Progress Noncritical Milestone  Suosery  Rolled Up 0 Psge 20 Dete 1/31/94 Qtr 1, 1W Jul I Aug I Sep y//A Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jen I Feb I MarId 201 Task Description Prepare training Mterial for principals, program managers and clerical staff 202 Conduct training session for principals, program sianagers, and clerical staff\ndistribute diskettes 203 Disseminate written program docuaent instructions to principsls snd program managers 204 Advise program managers snd principals on Program Budget Docuaent 205 Generate diskette menagement flow infonaation to relative staff in School Operations snd PRE office 206 Plan 1st folloH-up trsining session on the Program Budget Docuaent and WordPerfect 207 Conduct let follow training sessions on the Program Budget Docuaent and UordPerfect 208 DSeg PrograM Diskettes due back to Planner 209 PRE perfonas check-in procedures and data clean-up on diskettes 210 PRE generates hard copies of diskettes Project: Date: 1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Hanegement Report Qtr 1. 1994 Jul I Aug I Sep I Qtr 2. 1994 Oct I Nov I Dec r I I I Progress H Hilestone Qtr 3. 1994 Jan j Frt I Her Otr 4. 1994 Apr I Hay | Jun Qtr 1. 1995 Jul I Aug I Sep atr 2, 1995 Oct I Mov I D^ Qtr 3, 1995 Jan I Feb | Har Page 21 Date 1/31/94 Sunsary  Rolled Up 0Id 211 Task Description PRE develops relative narrative and the Controller provides financial info for the Prograa Budget Document Report Little Rock School District Prograai Planning and Budgeting Project Hanageaent Report Otr 1. 1994 Jul I Aug I Sep Otr 2. 1994 Oct I Mw I Dec I Qtr 3. 1994 Jan I Feb | Har Qtr 4. 1994 Apr I Hay I Jun Qtr 1, 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Har 212 PRE combines all relative info for Prograa Budget Docuaent Report (1st Quarter) 213 I PRE disseminates draft of report to selected resource people 214 Revise draft 215 Prepare for publication of Prograa Budget Docuaent 216 Sufaait piiilished Prograa Budget Docuaent Report to the Court 217 Return DSeg Program diskettes to managers and principals 21fi Quarter Prograai Budoet Pocueent Report 219 Advise prograai aianagers and principals on PBO 220 Prepare training aaterial for follow-up training sessions on the PBO and UordPerfect I Project: Date: 1/31/94 Critical Noncritical Progress Hilestone Sumary V Rolled Up 0 Page 22 Date 1/31/94Id 221 Task Description Disseminate standardized instructions for completing the PBO to principals and program managers 222 Conduct training sessions for principals, progran Managers, and clerical staff 223 224 225 226 227 228 229 230 Diskette* due back to Planner PRE perfonas check-in procedures and data clean-up on diskettes PRE generate* hard copies of diskettes PRE develops relative narrative and the controller provides financial info for PBO Report PRE canbines all relative info for PBO 2nd Quarter Report PRE disseninates drafts of report to selected resource people Revise draft Prepare for publication of 2nd Quarter Progran Budget Docunent Report Project: Date\n1/31/94 Critical Noncritical Little Rock School District Progran Planning and Budgeting Project Management Report otr 1, 1994 Qtr 2, 1994 Jut I Aua I Sep Oct I Hw I Dec Progress H Milestone I Qtr 3a 1994 Jan j Feb [ Mar I I I I I I I I I I I I I  ' I I I I  : I I I i: I I I I I I I I I I I I I 1 I I I I 3 I I I Page 23 Date 1/31/94 Qtr 4, 1994 Apr I May | Jm Sumnary Rolled Up 0 Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Feb | MarId 231 Task Description Submit published 2nd Quarter Program Budget Document Report to Court 232 Return diskettes back to the principals and prograa Managers 233 Develop instructions for including any additional desegregation obligations to be included in 3rd Qtr Program Budget Docuaent Report_______________________________________ Quarter Program Budget Docuaent Report 235 Advise prograai unagers and principals on the PBD 236 237 Prepare training siaterial for principals, prograai laanagers, and clerical staff for 3rd follow-up training on WordPerfect and the Prograai Budget Document_______________________ Disseninete raaiinder instructions for PBOcoaftletion to principals and prograai aianagers 238 Diskettes due beck to Planner 239 PRE perfonss check-in procedures and data clean-up on diskettes 240 PRE generates hard copies of diskettes Project: Date: 1/31/94 Critical Noncritical Little Rock School District Progran Planning and Budgeting Project Hanagenent Report Qtr 1. 1994 Jul I Aug I Sep Qtr 2. 1994 Oct I Mw I Dec Qtr 3. 1994 Jan j Feb I Mar I Progress H Milestone Page 24 Date 1/31/94 Qtr 4. 1994 Apr I Hay | Jun B B Sumary \" Rolled Up Qtr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I I MarId 241 Task Description PREdevelops relative narrative and the controller provides financial info for 3rd Quarter Program Budget Docunent Report Little Rock School District Program Planning and Budgeting Project Hanageaient Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2. 1994 Oct I Mw I D^ Qtr 3. 1994 J Frt I Mar Jan Qtr 4. 1994 Apr I May I Jun B Qtr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Frt I Mar 242 PRE coailines all relative info for 3rd Quarter for PBD Report 243 B PRE disseminates draft of report to selected resource people 244 Revise draft 245 Prepare for publication of Program Budget Report for the 3rd Quarter 246 Submit pulished 3rd Quarter Program Budget Docuaent Report to Court B 247 Return diskettes to program aianagers and principals 2*S 11 Quarter Prograai Budget Oocuaent Report 249 Advise principals and program aianagera on the PBD 250 Diskettes due back to Planner Project: Date: 1/31/94 Critical Noncritical Progress H Milestone Sumary Rolled Up 0 Page 25 Date 1/31/94Id 251 Task Description PRE perforas check-in procedures and data clean-up on diskettes 252 PRE generates hard copies of diskettes 253 PRE develops relative narrative and the controller provides financial info for 4th Quarter PBD Report 254 PRE coiabines all relative info for 4th Quarter PBD Report 255 PRE disseninates draft of report to selected resource people 256 Revise draft 257 Prepare for publication the 4th Quarter Prograai Budget Docuaent Report to Court 258 Siiait ptiilished 4th Quarter Prograai Budget Docuaent Report to Court 259 PRE houses diskettes until 93-94 school year begins 260 Bsnitgr^na Retwrtina Project: Date: 1/31/94 Critical Noncritical Little Rock School District Progran Planning and Budgeting Project Hanageisent Report Otr 1. 1994 Jul I Aug I Qtr 2. 1994 Oct I Nov I Dec Otr 3. 1994 Jan j F^ I Har Qtr 4. 1994 Apr I Hay | Jun Qtr 1, 1995 Jul I Aug I Sep B 0 B Progress Hilestone Sunnary Rolled Up 0 Page 26 Date 1/31/94 Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | HarId 261 Task Description Develop planning strategy 262 Prepare monitoring and reporting instructions for all quarters 263 Set up financial pull for 1st Quarter PBO Report with July, August, and Sept, data 264 Distribute 1st Quarter PBO Report to Primary Leaders 265 Provide feedback to principals and progrmn managers on 1st quarter report 266 Set up financial pull for 2nd Quarter PBO Report 267 Distribute 2nd Quarter Program Budget Docunent Report to Priamry Leaders 268 Provide feedback to principals and program amnagers on 2nd Quarter Program Budget Docunent 269 Set up financial pull for 3rd Quarter Program Budget Document Report 270 Disseminate 3rd Quarter Program Budget Docunent Report to Primary Leaders Project: Date: 1/31/94 Critical Noncritical Little Rock School District Prograai Planning and Budgeting Project Hanageaient Report Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mw I Dec Qtr 3, 1994 Jan j Feb | Mar I Progress Bi Milestone  Page 27 Date 1/31/94 Qtr 4, 1994 Apr I May | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | War Sumary Rolled Up 0Id 271 Task Description__________________________________________ Provide feedback to principals and program aianagers on 3rd Quarter PBD Report Little Rock School District Program Planning and Budgeting Project Hanagement Report Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3. 1994 Jan j Frt I Mar Qtr 4. 1994 Apr I May I Jun fl Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb | Har 272 Set up financial pull for 4th Quarter PBO Report 273 Disseminate 4th Quarter PBO Report to the Primary Leaders 274 Modify process as necessary '////, Progrew txtlualion 276 Review Desegregation Plan for potential target programs 277 Develop prograai evaluation instruasnt and process 278 Conduct inforaation/orientation events to inform appropriate staff of activities 279 Identify fast-track evaluation targets 280 Conduct required training for use of process and evaluation criteria for designated staff Project\nDate: 1/31/94 Critical Noncritical Progress H Milestone Suanary  Rolled Up 0 Page 28 Date 1/31/94Id 281 Task Description Complete fast-track evaluation of targeted prograaa 282 Use fast-track evaluation resulta to determine program additions/deletions/andifications 283 Develop additional prograias and/or program modifications 284 Begin program evaluation for targeted non-deseg programs (using established process/criteria) 285 Review evaluation resulta for non-deseg prograeiB 286 288 289 290 Consolidate/awrge results of non-deseg program results into budget development Broad-Baaed Feedback Define input requiroaenta at Board work aeaaion Develop inservice plan on the Program Planning and Budgeting Process Begin input procesa Project: Date: 1/31/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1. 1994 Otr 2, 1994 Jul I Aug I Sep Oct I Ww | Dc Progresa Milestone Qtr 3, 1994 Jan j F^ I Mar 0 B Page 29 Date 1/31/94 Qtr 4, 1994 Apr I May I Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I D^ Qtr 3, 1995 Jan I I Mar '//////, Sumary Rolled Up 0Id 291 Task Description__________ Complete input process Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1W4 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 I Feb I Mar Jan Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W Jul I Aug I Sep atr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Mar 292 Plan for internal and external feedback 293 Provide internal and external feedback W///, 2Si Prograa Coordination t 295 Develop project management tool 296 Set up regular project manageaient reporting process 2SZ EQXiliX PTPlect manaaement report 12 Csucl 298 Sibmit August monthly manageamnt report to Court 299 Submit Septeaber monthly management report to Court 300 Sibmit October monthly management report to Court Project: Date: 1/31/94 Critical \\y////////////A^^ Noncritical Progress Milestone Sunnary  Rolled Up 0 Page 30 Date 1/31/94Id 301 Task Description______________________________________ Submit November Monthly Manageannt report to Court Little Rock School District PrograM Planning and Budgeting Project Management Report Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan [ Feb I Ma~ Qtr 4, 1994 Apr I May I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nw I Dec Qtr 3. 1995 Jan I Frt I Mar 302 SubMit Deceaber Monthly Manageannt report to Court 303 304 Siimiit February Monthly Management report to Court 305 Siinit March Monthly nanagaannt report to Court 306 Subnit April nonthly nanagenent report to Court 307 SitMit Hay Monthly Manageannt report to Court 308 Submit June Monthly MenageMent report to Court Project\nDate: 1/31/94 Critical Noncritical Progress  Milestone Sinmary Rolled Up 0 Page 31 Date 1/31/94\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_680","title":"Project Management tool, Bundled","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994-01/1994-05"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","Education--Finance","Project managers--Implements"],"dcterms_title":["Project Management tool, Bundled"],"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/680"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["budgets"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nJan. 31, 1994e RECEIVED JAN 3 1 1994 IN THE UNITED STATES DISTRICT COURT Office of Desegregation Monitoring EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA, ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LR8D*S JANUARY PROJECT MANAGEMENT TOOL The Plaintiff, Little Rock School District (\"LRSD\"), for its January Project Management Tool, states\n1. Pursuant to the Order of this Court, the LRSD does hereby submit its Project Management Tool for the month ending January 31, 1994. WHEREFORE, the Little Rock School District submits its Project Management Tool for the month ending January 31, 1994. FRIDAY, ELDREDGE \u0026amp; CLARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT BY/ Ji4frryy L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's January Project Management Tool has been mailed by First Class Mail, postage pre-paid on January 31, following, except as otherwise indicated: 1994, upon the Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 72201 Mrs. Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. MaloneId 1 2 3 4 5 6 1 8 9 10 11 Little Rock School District Prograia Planning and Budgeting Project Hanageaient Report Task Description________________________________________ Developaient of a Plarmina Organization and Structure Designate District Planner Hire Plaming Specialist Train Planning Speciallat Reassess planning organization and strtictura Restructure arxl mdify, if necessary Heeds Assessa^nt Define purpose, process, and fonaat Coaiaunicate to the Diatrict and coamunity the purpose, process, and fonaat to be used in the prograai planning and budgeting process Develop and define the aiission stateaient and goala for the District Develop preliminary liat of Issues for needs sssessswnt X Coup. 100X 100X SOX SOX OX 100X 90X 100X 100X Psge 1 Start 7/1/93 7/27/93 9/9/93 9n/n 7/1/93 4/1/94 7/30/93 7ai9i 8/31/93 8/31/93 Date 1/31/94 finish 7/27/93 9/9/93 4/30/94 4/30/94 4/30/94 7IVi/n 2/3/94 8/31/93 8/31/93 Resources Board Ingraai.Board Ingraai Hatthia.Uilliaas.lngrasi WilUaaa.Hatthia.Board Hat th i s, I ngraai,N i I ho 11 an. Board Matthis, Ingraai, Board Hatthis, lngraai,Boa rd,Cabinet Hatthis,Ingram,Board,Cabinet Little Rock :hool District Prograa Planning and Budgeting Project Hanageaent Report Id 12 Task Description____________________________ Identify data to aeasure needs of district X Coup. 100X Start 7/2/93 Finish 7/2/93 Resources________________ Matthis,Ingraa.NIIholIan 13 Stud/ data to eaaura needs MX tnm Matthie.Ui lliaM.InarM.Hi Ihol len.Hayo Arkansas HlnlH Perfonsance (AHPT) IsU wanaflesient 100X nziQ/g 11/23/W InarM.li9W?Y 15 Develop date collection plan for AMPT resulta 100X 11/10/93 11/10/M Ingraa 16 Asaign rasponaibilities for AHPT data collection 100X 11/12/93 11/12/93 Ingraai 17 Collect data froa AMPT results 100X 11/12/93 11/1Z/93 Hobby IB Analyze data froa AHPTresults 100X 11/17/93 11/19/93 Hobby 19 Report data findings froa AMPT for large into needs assessment 100X 11/23/93 11/23/93 Hofaby,InHraa 2S fi IfiXt SiB3l MRneaeaent 100X 11/10/93 21 Develop data collection plan for Stanford 8 reaults 100X 11/10/93 11/10/93 Ingraa 22 Assion rasponaibilities for Stanford 8 data collection 100X 11/12/93 11/12/93 Ingraa Page 2 Date 1/31/94Id 23 Task Description_____________________ Collect data froa Stanford 8 results 24 Analyze data froa Stanford 8 reeulta 25 27 28 29 30 31 32 33 Little RockSchool District Progrsn Planning and Budgeting Project Hanagesient Report X Comp. 100X 100X Start 11/15/93 Finish 11/16/93 Resources Doibsr 11/18/93 11/22/93 Dunbar Report date findings froa Stanford 8 for aerga into needs assessment Peeegreflatlon dPUHprlna RtPOrlt Assign responsibility for deta collection Develop data collection plen Collect deta Request to Progrsa Nanegers to cos^jere with 1st Quarter's Prograa Budget Document Report findings to PRE for sarge with Program Budget Docunent, where eppropriate P999flrwU9n Elms Assign responsibility for date collection Page 3 100X 100X 100X 100X 90X OX 2SS 100X 11/23/93 10/15/93 10/15/93 10/18/93 10/21/93 12/15/93 2/9/94 10/15/W 10/15/93 Date 1/31/94 11/23/91 2ziizy^ 10/18/93 10/20/93 12/14/93 1/31/94 2/11/94 10/18/93 Di\u0026gt;i\u0026gt;ar,Inaran Kayo Nayo.Hert Neyo.Hert Hayo Neyo Id 34 Task Description_____________ Develop date collection plan 35 Collect data 36 39 39 40 41 a Little Rock School District Program Planning and Budgeting Project Nanageatent Report X Comp. 100X 100X Request to Program Nanagers to compere with 1st Quarter's Program Budget Docunents Report findings to PlamIng, Research and Evaluation for merge with Prograai Budget Docunent, where eppropriate Court Ordert Audit Assion reaponalbillty for data collection Develop data collection plan Collect data Request to Program Nanagers to compare with 1st Quarter's Program Budget Docunent Report findings to Planning, Research and Evaluation for merge with Program Budget Docunent, where appropriate Currlculua Audit Page 4 90X OX sa 100X 100X 100X 90X OX Start 10/18/93 10/21/93 1/31/94 2/9/94 10/15/93 10/18/93 10/21/93 12/15/93 8/2/93 Data 1/31/94 Finish 10/20/93 12/14/93 1/31/94 2/11/94 2/11/94 10/18/93 10/20/93 12/14/93 1/31/94 2/11/94 Resources Nayo,Hart Mayo,Hart Hayo Nayo Nayo Nayo,Hart Nayo,Hart Nayo NayoId 45 46 47 48 49 50 51 52 53 54 55 Little Rock School District Prograai Planning and Budgeting Project Hanageaient Report Task Description_________________________________________ Develop plans for data collection for Curriculua Audit Assign responsibilities for collection--Currlculun Audit Collect data for Curriculua Audit Establish procedures for review and assessawnt of Curriculua Audit data Organize and label Curriculua audit data--findings of Honitoring and Status Reports, Curriculua Objectives, achievement Relate/assess the data results back to the Curriculum Audit findings Analyze the effectiveness of revised curriculua, polices, etc. Identify factors that facilitated attainaunt of curriculua goals Identify obstacles that prevented curriculua goal attainaunt Hake recomaendatioins for prograia add1tions/deletions/and1fications Report data findings from Curriculua Audit for surge into needs assesssient X Comp. 100X 100X 10OX 100X 100X 100X 10OX 100X 100X 100X 85X Page 5 Start 8/2/93 11/12/93 11/15/93 11/15/93 11/29/93 12/6/93 12/15/93 12/16/93 12/16/93 1/7/94 1/7/94 Date 1/31/94 Finish 11/19/93 11/12/93 11/30/93 11/19/93 12/7/93 12/15/93 12/15/93 12/17/93 12/17/93 1/21/94 2/4/94 Resources Hatthis,Curriculua Stpervisors Hatthis Curriculua Sigtervisors Hatthia.Curriculua Supervisora Hatthia,Curriculua Supervisora HatthlSfCurrlculiai Si\u0026lt;\u0026gt;ervisora Matthia,Curriculua Supervisora Hatthis,Curriculua Supervisors Hstthis,Curriculua Supervisors Hatthis,Curriculua St^rvisors Hatthis,Curriculua SupervisorsId Task Description_______________________ School Cliaate/Huson Relation* Survey 57 Develop det* collection plan for SC/HR 58 Aeeign reeponeibllitie* for SC/HR data collection 59 Collect data frcai SC/HR survey 60 Analyze data froai SC/HR survey 61 63 66 65 66 Little Rock School District Prograa Planning and Budgeting Project Hanageaent Report X Coap. 100X 100X 100X 100X 100X Report of date findinga froa SC/HR survey for awrge into needs assesunent facilities Study Develop data collection plan for Facilities Study Assign responsibilities for Facilities Study Collect data for Facilities Study Prepare report for Facilities Study Page 6 100X SB 100X 100X 100X 75X start sziiza 8/16/93 8/17/93 8/18/93 8/23/93 8/2A/93 9/1/93 9/1/93 9/17/93 9/20/93 1/25/96 Date 1/31/96 Finish 8/25/93 8/16/93 8/17/93 8/19/93 8/25/93 2/6/96 9/16/93 9/17/93 1/12/96 2/3/96 Resource* Ingra* InDraa Per*loran,Snith PennNonaan,Sa1th PennNonaan,8aii th, Ingraa HIIhol(sn,Eaton MiIhol len,Eaton HIIhollsn,Eaton HiIhollen,EatonId 67 69 70 71 72 73 75 76 77 Little RockSchool Diatrict Program Planning and Budgeting Project HanagesKnt Report Task Description____________________________________________ Report data findings from Facilities Study for merge Into needs assessment Proportiwwt ftU99\u0026lt;tl9n Develop data collection plan for Proportional Allocation Fonaulas Assign responsibilities for Proportional Allocation Formulas Col loot data for Proportional Allocation Fonaulaa Analyze data froai Proportional Allocation Fonaulaa Prepare Proportional Allocation Fonaulaa Report Report data findings froai Propotional Allocationa Fonaulaa study for amrge into needs assessment Collect and merge laaues from work aession (Aug. 31, 1993) into needs assessment information Conduct work session for data analyses of all atudies, surveys, foruas, dialogues, etc. Coapleta needs esseasaiant listing X Coop. OX Start 2/4/94 Finish 2/4/94 Resources______ HiIhollen,Eston Page 7 2ZS 100X 100X 1O0X lOOX 92X OX 75X 2SX OX 8/2/93 8/23/93 8/24/93 11/1/93 11/29/93 2/4/94 1/26/94 Date 1/31/94 8/20/93 8/23/93 10/27/93 11/24/93 2/3/94 2/4/94 2/4/94 Nllhollwi NHhoUwi Eatan,l rrtiou**, Boykins, GKfcerry.NUhol ln Ni Ihol lan,Eaton,Bamhouae,Boyfcina,Cadbarry NiIholIan HIIholIan Hatthla.Ui lllaaB, Ineraai.HI Ihollan.Hayo Hatthia,Ullllaa,Board,Cablnet UilliaaN,Hatthia,Hayo Id 78 Tesk Description__________________________ Publish Draft of Needs Assessamnt Report 79 Finallz* and Piiiliah Neadt AaaeaaaMnt Report 80 Begin 95-96 needa ataeaaannt cycle fil EcssujB lomitscx 82 Identify DSeg prograaw 83 85 86 87 88 Little Rock School District Program Planning and Budgeting Project Management Report X Coss). OX OX OX m 100X Identify priaary and aecondary leaders for DSeg prograaia Revise DSeg Prograai listings Receive approval of DSeg Program listing Distribute DSeg Program listings to aelacted resource persons Conduct inservice for DSeg Program managers end principels Develop Program Budget Docunent for DSeg Prograom Page 8 100X 100X 100X 100X 100X 100X Start 2/*/9* Finish 2/*/9* Resources UilliamSflngrsm 2/U/94 Hatthia,Ulll\u0026lt;aaN,IngraM */*/9* 7/1/93 7/1/93 7/1/93 7/19/93 7/19/93 9l9tn 9/16/93 m/n Oete 1/31/9* 11/4/9* 7/1/93 7/1/93 9/8/93 7/19/93 9/9/93 9/23/93 Hatthia.Ul 11 laaa, Ingraai.NI Ihol len.Nayo Ingraai Ingraai Ingraa Matthis,Ingram Ingram Hatthis,Ingram Ingram Id 89 Task Description______________________ Establish a list of Hon-DSeg Prograia 90 Identify priaary and secondary leaders for Non-DSeg Prograaa 91 Revise Mon-DSeg Progrea listings 92 Receive epproval of Hon-DSeg Prograa listing 93 94 95 96 97 98 22 Little Rock School District Progrea Planning and Budgeting Project Hanageaient Report X Coap. 10OX 100X 100X 100X Distribute Non-DSeg Prograa listing to selected resource persons Conduct inservice for Non-DSeg prograa aanagers Develop Prograa Budget Docuaents for Non-DSeg Prograaa Merge DSeg and Non-DSeg Progreas into a coatMsite listing Generate a Prograa Inventory Report Conduct 95-96 Prograa inventory Coaaunlty Foruw Page 9 1O0X 100X 45X 100X 100X OX 21S Start 8/26/93 11/16/93 8/27/93 11/15/93 11/16/93 12/10/93 12/10/93 1/18/94 1/20/94 5/2/94 Date 1/31/94 Finish 8/26/93 11/29/93 11/15/93 11/15/93 11/16/93 12/10/93 2/7/94 1/18/94 1/20/94 6/30/94 Resources_______________ Uilliana,Hatthis,lngraa Ui llianB,Hatth1t,Ingria UIIIiiai,Ntthli,Ingria Ui llleas,Hatthis,Ingria Ingraa Ingraa Ingraa,Mon-OSeg Prograa Managers Ingraa Ingraa,Basse IngraaId 100 Task Description___________________________________ Develop data collection plan for Coanuiity Forun 101 Set locatlone and achedula for Cooaaaiity Foruaa 102 Develop Coanunity Forua aaapla agenda 103 Develop data collection tool (mtrix) for Coamaoity Foruas 104 Conduct Cloverdale Eleaientary Coanunity Forua 105 106 107 108 109 110 Little Rock Mhool Diatrict Prograai Planning and Budgeting Project Manageaient Report X Coap. 100X 100X 100X 100X 100X Gather Cloverdale feedback data for input into antrix Conduct Parkview Coanunity Forua Gather Perkview Coanunity Forua feedback data for Input Into antrix Conduct Bale Coanuiity Forua Gather Bele Coanuiity Forua feedback data for input into matrix Conduct Forest Heights Conmunity Forua Page 10 100X 100X 100X 100X 100X 100X Start 9/14/93 Finiah 9/14/93 Resources_________ Bassa,Wagner,Hayo 9/21/93 9/21/93 Wagner,Mayo 10/4/93 10/6/93 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 11/11/93 11/16/93 Date 1/31/94 10/4/93 10/7/93 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 11/12/93 11/16/93 Baaaa Baaaa,Wagner,Hayo WilliaaM Baaaa WiUiaan Baaaa Williaa* Baaaa William Id 111 112 113 114 115 116 UI 118 119 120 121 Little Rock School District Program Planning and Budgeting Project Manageaient Report Task Description_________________________________ Gether Forest Heights Coanunity Form feedback data for input into matrix Conduct Rockefellor Conunlty Form Gather Rockefeller Coaaunlty Form feedbeck data for input into aiatrix Conduct Garland Coanunity Form Gather Garland Coanunity Form feedback data for ii^ut into matrix Finalize and p(i\u0026gt;liah Coanunity Form Matrix Diatrict PialoBuea Develop data collection plan for Diatrict Dialoguea Set achedule for Diatrict Dialoguea Develop District Dialogue aaaple agenda Develop data collection tool for District Dialogues (matrix) X Conp. 100X 10OX 100X 100X 100X 100X 100X 100S 10OX 100X Page 11 Start 11/17/93 11/30/93 12/1/93 12/6/93 12/6/93 12/6/93 lazzizw 10/27/93 10/28/93 11/9/93 11/9/93 Date 1/31/94 Finiah 11/17/93 11/30/93 12/1/93 12/6/93 12/6/93 1/6/94 mnt, 10/27/93 10/28/93 11/9/93 11/9/93 Resourcea Baaaa UilllM* lasM UlUlaa* Baaaa Baaaa Nayo,Baaaa,Wagner Wagner,Baaaa,Ui 11lean,Hayo Baaaa BaaaaId 122 123 124 125 126 127 128 129 130 UI U2 Little Rock School District Program Planning and Budgeting Project Nanageawnt Report Task Description__________________________________________ Conduct Central Office Adainistration District Dialogue Gather Central Office Acbainistration feedback data for input into aiatrix Conduct Teachers District Dialogue Gather Teachers District Dialogue feedback data for input into isatrlx Conduct Principels District Dialogue Gather Principals District Dialogue feedbacl data for input into matrix Conduct Classified Staff District Dialogue Gather Cleasified Staff District Dialogue feedback data for merge into matrix Finalize and pti\u0026gt;lish District Dialogue SMtrix fioBlB md Objectives Csr\u0026lt;*:\u0026gt;9t PiBming Session X Comp. 100X 100X 100X 100X 100X 100X OX OX OX 100X 100X Page 12 Start 11/23/93 12/1/93 12/15/93 12/16/93 1/6/94 1/7/94 2/3/94 2/3/94 2/4/94 8/2/93 8/2/93 Dete 1/31/94 Finish 11/23/93 12/13/93 12/15/93 12/16/93 1/6/94 1/7/94 2/3/94 2/4/94 y/i9zy? 8/20/93 Resources UilliHRS UilliMH lassa UilliMS assa UilliasN Baasa BasseId 133 Task Description______________________ Identify process for goal developaient 134 Detemlne date and site for work session 135 Identify Mterials for work session 136 Develop Mterials for work session 137 138 132 140 141 142 143 Little Rock School District Program Planning and Budgeting Project Management Report X Comp. 100X 100X 100X 100X Identify and notify participants for the work session Conduct work session Conckjct Coal Setting Work Session Identify process for goal setting work session Identify psrtlcipents for the goal setting work session Detensine date and site for goal setting work session Distribute beckgrouid Mterials to the participants 100X 100X 100X 100X 100X 100X 100X Page 13 Start 8/2/93 Finish 8/17/93 Resources______________ Hatthis,Ingram,Glasgou 8/13/93 8/13/93 Hatthis 8/16/93 8/16/93 Matthis,Insraa.GlssgoM 8/17/93 8/12/93 8/20/93 8/23/93 8/23/93 8/23/93 8/24/93 8/25/93 Date 1/31/94 8/18/93 8/12/93 8/20/93 9/3/93 8/24/93 8/23/93 8/24/93 8/25/93 Hstthls,Ingres Hatthis Cabinet Hatthis,Ingraa,GIssgoH Hatthis Hatthis, IngrM Hatthis Little Rock School District Progrsm Planning and Budgeting Project Management Report Id 144 Task Description___________________________________________ Conduct work session to develop tentative mission statement, develop tentative goals, and a list of Issues that say enhance or restrict goal attainment X Coup. 100X Stsrt 8/31/93 Finish 8/31/93 Resources__________________ Cabinet,Board,PTA,CTA,Prln Roundtable,Betty Caldwell US Prepart natarlala for Board work session 100X 9/1/93 9/3/93 Matthis, IngrM lift Conduct Board Work Session 100X 8/30/93 9/9/93 U7 Establish date and site for work aeasion 100X 8/30/93 8/30/93 Nstthis 148 Distribute backgrourd aterials to Board sMsdera 100X 9/1/93 9/1/93 Matthis, Ingraai 149 Review of preliminary list of issues for needs sssessment by Board 100X 9/9/Vi 9/9/93 Boa rd,Matthis, Ingraai 150 Review/revise tentative aiasion stataaiant and goala 100X 9/9/n 9/9/93 Board 151 Review desegregation prograa inventory 100X 9/9/93 9/9/93 Board 152 Review identified proportional allocations 1O0X 9/9/93 9/9/93 Board 153 Establish writtsn priorities 100X 9/9/93 9/9/93 Board 154 Identify additional \"fast-track\" program evaluation 100X 9/9/93 9/9/93 Board Page 14 Date 1/31/94 Little Rock School District PrograM Planning and Budgeting Project Management Report Id 155 Task Description____________________________ Identify strategies for funding shortfalls X Cowp. 100X Stsrt 9/9/93 Finish 9/9/93 Resources Board 156 Develop cosMunlcatlon strategy for ail as I on stataannt and goals 100X 9/10/93 9/10/93 lngri,Matthi 157 Dlatrlbuta (ton atateaent and goals 100X 9/10/93 9/10/93 IngraaitUagnar 158 Distribute list of priorities 100X 9/10/93 9/10/93 Bos rd 152 oq^ Board Betrest ){sdl SSUbS 12/2/93 160 Detensine date and site for Board Retreat 100X 12/2/93 12/2/93 UlUlaaa.Board 161 Identify agenda Itaaa for Board Retreat 100X 1/12/94 1/12/94 UIllIasa.Board 162 Eatabliah agenda for Board Retreat 90X 1/12/94 UIllIasM.Board 163 Cather and distribute saterlals for Boerd Retrest B5X 1/12/94 Ui 11 i saa ,Nat th I s, I ngrssi, M i I ho 11 en, Cedber ry 164 Conduct data analysis work session for Board Retreat OX 2/1/94 2/1/94 UIllIaM.Cabinet 165 Conduct Board Retreat OX 2/4/94 UlUlms.Board Page 15 Date 1/31/94 id 166 Task Pescription_________________ Report outcomes of Board Retreat 167 Deteraine the need for an additional Board Retreat Efi Proaraa Pevelonaent 169 170 171 172 173 174 175 176 Little Rock School Pistrict Prograa Planning and Budgeting Project Hanagesient Report X Comp, OX OX TSi Oevelop philosophy and/or objectives for prograsa and /or program modifications Schedule and hold Metings for organizing the project Seek copies of source docueents from experts, other school districts Exaeiine trends of experts in the designated fields Organize a coaaiittee to develop educetional specifications Establish fraaiework for: curriculus offerings\nservices and support prograsa\npolicies for instructionsl delivery\nmaterials/supplies/equipment\nstaffing needs end staff development needs\nbudget Relate/reference recoamendations froa curriculus audit needs assessment results to established mission statement, goals, and DSeg Plan Review recoeawndetions froa curriculus audit needs assessment in order to identify additional prograns or prograa modifications Psge 16 100X 100X 100X 10OX lOOX 75X OX 75X Start 2/10/94 Finish 2/11/94 Resources Uilllsas,Board 2/11/5* 6/30/M Ui 11iaa,Board,Cabinet u/n/n 11/15/95 11/19/93 11/19/93 11/19/93 11/19/93 1/7/94 2/4/94 1/7/94 Pete 1/31/94 11/19/93 12/15/93 12/15/93 12/15/93 11/26/93 2/18/94 2/7/94 2/7/94 Natthia.Curriculkai Sqiervisora Matthie,Curriculua Supervisora Hatthis.Curriculua Supervisora MatthiSfCurriculus Supervisors Hatthis.Curriculus Supervisors MatthiSfCurriculua Si^tervisors NatthiSfCurriculua Supervisors Matthis,Curriculua Supervisors Id 177 Task Description__________________________________ Develop Business Case for prograa and/or prograa aiodifications 178 179 180 181 IS 183 184 185 186 187 Little Rock School District Prograa Planning and Budgeting Project Hanageaent Report X Coup. OX Start 2/8/94 Finish 2/10/94 Resources Hatthis,Curriculua Supervisors Siimit Businesa Case for prograa and/or prograa aodifications to Superintendent and Board of Directors Develop prograa and/or prograa aodlflcatlona Revieu prograa and/or prograa aodifications with Cabinet Decide to lapleaent or not to laplasant prograas and/or prograa aodifications Prepare initial financial forecasts for ccalng year Issue instructions for budget preparation at alt lavats Develop budget preparetion training aaterial Conduct budget preparation training sessions Budget aanagers subait 94-95 budget requests Psge 17 OX OX OX OX 22S 40X 100X 100X 100X 85X 2/10/94 2/18/94 2/25/94 2/28/94 11ZK/W 12/1/95 11/30/93 11/18/93 12/6/93 1/14/94 Date 1/31/94 2/17/94 2/24/94 2/25/94 2/28/94 8/26/94 2/11/94 12/3/93 11/30/93 12/17/93 2/28/94 Hatthis,Curriculia Sqaarviaora Hatthis,Curriculua Supervisora Hatthis,Curriculua Sisiervisors Hatthis,Curriculua Supervisors Hllhollen Hllhollen Hllhollen Hllhollen HllhollenId 188 Task Description________ Begin budget developaent 189 Revise financial forecast for coalng year 190 Subailt proposed budget to Boerd 191 Conduct Board work sessions on budget 192 Revise budgets, as needed 193 194 195 196 197 jsa Little Rock School District Prograa Planning and Budgeting Project Hanageaent Report X Coap. 100X OX OX OX OX Notify certified personnel of possible staff reduction Board approval of tentative budget Notify classified personnel of possible staff reduction Board adoption of 94-95 budget Siiiaiit 94-95 budget to Stete Prograa Budget Pocuaent (1st Ouarter:2nd Querter:3rd Quarter:4th Quarter) Page 18 OX OX OX OX OX sa Start 1/18/94 3/1/94 3/24/94 3/28/94 4/18/94 4/1/94 5/2/94 5/3/94 7/1/94 8/1/94 9/1/93 Dete 1/31/94 Finish 1/18/94 3/15/94 3/24/94 4/15/94 4/30/94 4/30/94 5/26/94 5/31/94 7/28/94 8/26/94 8/1/94 Resources Hilhollen Hilhollen MlIhollen MlIhollen,Board,Hatthls Hilhollen HIIholten,Gadberry Hl Ihol len,Hatthls,Boerd, Ingraai 6a(l)erry,Ni Ihol len Board,NIIhollen,Matthis Boerd,HiIhollenId 199 Teak Description_____________________________________ Develop Program Budget Docunent Report Plan for all quartern for DSeg Programs 22a 1X1 Quarter Proaraw Budget Pocuaent Beport 201 Prepare training material for principala, program managera and clerical ataff 202 Conduct training aeaaion for principala, prograai managera, and clerical ataff\ndiatribute diakettea 203 Diaaeminata written program docimnnt Inatructiona to principala and program managera 204 205 206 207 208 209 Little Rock School Diatrict Program Planning and Budgeting Project Management Report X Comp. 10OX 100X 100X 100X 100X Advise program managers and principala on Program Budget Document Generate dlaketta management flow inforamtion to ralativa ataff in School Operations and PRE office Plan 1st follow-up training sesaion on the Program Budget Docunent and WordPerfect Conduct lat follow training aeaaiona on the Program Budget Docunent and WordPerfect DSeg Prograaia Dlakettea due back to Planner PRE performa check-In procedures and data clean-tg) on diakettea Page 19 100X 100X 100X 100X 100X 10OX Start 9/1/93 ?zirzH 9/23/93 9/30/93 10/1/93 10/5/93 10/5/93 10/14/93 10/13/93 Data 1/31/94 Finish 9/21/93 11/12/W 9/21/93 9/23/93 9/30/93 10/18/93 10/5/93 10/8/93 10/8/93 10/14/93 10/22/93 Reaourcea Ingram,Baaaa Inoraa,Matthla,Baaaa Ingraai Baaaa, Ingraai Baaaa, Ingraai Baaaa Baaaa,6taagou Baaaa,6laagou Ingraai, Baaaa PRE Clerical Staff,BaaaaLittle Rock :hool Diatrict Progrea Planning and Budgeting Project Hanageaant Report Id 210 Task Description_______________________ PRE generates hard copies of diskettes X Coap. 100X Start 10/22/93 finish 10/26/93 Resources_________ PRE Clerical Staff 211 PRE developa relative narrative end the Controller providea financial info for the Prograa Budget Docuaent Report 100X 10/22/93 10/26/93 Bataa, Ingrtai.Ni Ihol len 212 PRE conbinee all relative info for Prograa Budget Docuaent Report (let Quarter) 100X 10/27/93 10/28/93 PRE Clerical Staff.Baaaa.Inaraai 213 PRE diaaeainatea draft of report to aelected reaource people 100X 10/29/93 10/29/93 Ingraai 2U Reviae draft 100X 11/2/93 11/2/93 IngraR,Baaaa 215 Prepare for piijllcation of Prograai Budget Docuaent 100X 11/2/93 11/2/93 Ingraai 216 SUmit publiahed Prograa Budget Docuaent Report to the Court 100X 11/3/93 11/3/93 Ui lliaaa, Ingraai 217 Return DSeg Prograai diakettea to aanagera and prlncipala 100X 11/12/93 11/12/93 PRE Clerical Staff,Baaaa,Ingraai 2U M Quarter Prograai Budget Docwent Report IS 2/16/9* 219 Ad^iae prograai aanagera and principala on PSD 100X 11/23/93 1/14/9* lngraa,Baaaa,Aaa't Supta 220 Prepare training aaterial for follow-up training aeaaiona on the PBO and WordPerfect 100X 11/15/93 11/17/93 Baaaa,Glaegou Page 20 Date 1/31/9* Id 221 222 223 224 225 226 227 228 229 230 231 Little RocKSchool Diatrict Prograia Planning and Budgeting Project Hanageaient Report Task Description___________________________________________ Disaeiainate standardized instructions for coafiletlng the PBD to principals and program aianagers Conduct training aeaaiona for principala, prograai aanagera, and clerical ataff DUkette* due back to Planner PRE perfonas check-in procedures and data clean-up on diskettes PRE generatea hard copies of diskettes PRE develops relative narrative end the controller provides financial Info for PBD Report PRE cooRiines all relative info for PBD 2nd Ouerter Report PRE dlaaaaiinatea drafta of report to aelected reaource people Revlae draft Prepare for publication of 2nd Quarter Prograai Budget Docuaent Report Subaiit publiahed 2nd Quarter Prograai Budget Docuaent Report to Court X Coup. 100X 10OX 100X 100X 100X 100X 90X 100X OX OX OX Page 21 Start 12/8/93 12/10/93 1/6/94 1/14/94 1/26/94 2/1/94 1/31/94 2/2/94 2/3/94 Data 1/31/94 finish 12/8/93 12/14/93 1/14/94 1/21/94 1/26/94 2/1/94 1/31/94 2/2/94 Resources Basse Glasow,BMa Principala,Prograa Hanagtra PRE Clerical Staff,Basaa PRE Clerical Staff Ingraai,Besse,PRE Clerical Staff Ingraai,Bassa,PRE Clerical Staff Ingraai Ingraai PRE Clerical Staff,Baaaa,IngraM UilliaaN,IiwraaiLittle Rock :hool Diatrict Prograa Planning ard Budgeting Project Hanageaent Report Id 232 Task Description______________________________________ Return diskettes back to the principels and prograa managera X Coap. OX Start 2/8/94 finiah 2/8/94 Resources________________ PRE Clerical Staff,Baaaa 233 Develop inatructlona for including any additional deaegregation obligatione to be included in 3rd Qtr Prograa Budget Docunent Report OX 2/U/94 2/16/94 Ingraa,Bataa 2H Quarter Prograa Domt BtPPrI ss 2/11ZB ?Z19M 235 Adviae prograa aanagera tnd principala on the PBO OX 2/11/94 lngraa,Baaaa,Aaa't Supta.Nayo 236 Prepere training aaterial for principala, prograa aanagera, and clerical ataff for 3rd follou-ig) training on WordPerfect and the Prograa Budget Docunent OX 3/11/94 3/15/94 Baaaa,PRE Clerical Staff 237 Diaaeainate realnder inatructlona for PBOcoapletlon to principala and prograa aanagera OX 3/21/94 3/21/94 Baaaa,Ingraa 238 Diakcttea due back to Planner OX 4/8/94 4/8/94 Principala,Prograa Nanagara 239 PRE perforaa check-in procedurea and data clean-qp on diskettes OX 4/8/94 4/15/94 PRE Clerical Staff,Baaaa 240 PRE generatea hard copiea of diakettea OX 4/15/94 4/20/94 PRE Clerical Staff 241 PREdevelope relative narrative and the controller providea financial info for 3rd Quarter Prograa Budget Docunent Report OX 4/15/94 4/20/94 Hilhollen,Baaaa,Ingraa 242 PRE coabinea all relative info for 3rd Quarter for PBO Report OX 4/20/94 4/25/94 lngraa,Ba8aa,PRE Clerical Staff Page 22 Date 1/31/94 Id 243 244 245 248 2^5 249 250 251 252 253 Little Rock School District Program Plaming arvi Budgeting Project Management Report Task Description________________________________________ PRE disseminates dreft of report to selected resource people Revise draft Prepare for publication of Program Budget Report for the 3rd Querter Submit put I shed 3rd Quarter Program Budget Document Report to Court Return diskettes to prograai aanagers and principals ilh Quarter Progrsw Budget Pocuaent Report Advise principels end program aanagers on the PBO Diskettes due back to Planner PRE performs check-in procedures and data clean-up on diskettes PRE generates herd copies of diskettes PRE develops relative narrative and the controller provides financial info for 4th Quarter PBO Report X Comp. OX OX OX OX OX fiS OX OX OX OX OX Page 23 Start 4/26/94 4/28/94 5/10/94 5/13/94 7/11/94 7/7/94 7/14/94 7/18/94 Date 1/31/94 Finish 4/26/94 4/28/94 3/blV, 5/10/94 8/1/94 7/8/94 7/11/94 7/14/94 7/20/94 7/22/94 Resources Ingram Ingrta,Basta,PRE Clerical Staff Ingraai.PRE Clerical Staff InarM.UIllIaiaa PRE Clerical Staff,Sassa lngren,lesaa,Aas't Supta,Hayo Principala,Program Managera PRE Clerical Staff,Bassa PRE Clerical Staff MiIholten,Sassa,I ngramId 254 255 256 257 258 259 2^ 261 262 263 264 Little Rock School District Prograa Planning and Budgeting Project Hanageaient Report Task Description____________________________________________ PRE coablnes all relative Info for 4th Quarter PBD Report PRE dissealnatea draft of report to aelected resource people Ravlat draft Prepare for publication the 4th Quarter Program Budget Docunent Report to Court SiiMlt published 4th Quarter Prograa Budget Docuaent Report to Court PRE housea dlakattae until 93-94 achool year begIna BonUprlna nd Raportinn Develop plenning atrategy Prepare monitoring end reporting Instructions for ell quarters Set up financlel pull for 1st Quarter PBD Report with July, August, and Sept, data Distribute lat Quarter PBD Report to Primary Leaders X Comp. OX OX OX OX OX OX SSI 100X 100X 100X 100X Page 24 Start 7/22/94 i/zr/v, 7/28/94 7/29/94 8/1/94 8/1/94 7/1/93 7/y/n 9/1/93 10/26/93 11/15/93 Date 1/31/94 Finish 7/22/94 imivt 7/28/94 8/1/94 8/1/94 8/8/94 7fso/n 9/21/93 10/26/93 11/15/93 Resources________________________ PRE Clerlcsl Staff,Basse,Ingram Ingraa lngraa,Baaaa,PRE Clarfcal Staff PRE Clerical Staff,Ingraa lngraa,Ullllaaa PRE Clerical Staff.Baaaa Ingraa, HatthIa,HIIho11en Ingraa.Hatthle Hllhollen IngraaId 265 266 267 268 269 270 271 272 273 274 22 Little Rock School District Prograai Planning and Budgeting Project Hanagesient Report Task Description__________________________________________ Provide feedback to principals and program sianagers on 1st quarter report Set up financial pull for 2nd Quarter PBO Report Distribute 2nd Quarter Prograa Budget Document Report to Primary Leaders Provide feedback to principals and prograa aanagers on 2nd Quarter Prograa Budget Dociaaent Set up financial pull for 3rd Quarter Prograa Budget Document Report Disseminate 3rd Quarter Prograa Budget Docuaent Report to Primary Leaders Provide feedback to principals snd progrsa asnsgers on 3rd Quarter PBO Report Set financial pull for 4th Quarter PBO Report Oisseainate 4th Quarter PBO Report to the Priaary Leaders Modify process ss necessary Prograa Evaluation X Comp. 100X 100X OX OX OX OX OX OX OX OX Page 25 Start 11/22/93 1/26/94 3/11/94 3/15/94 4/15/94 5/12/94 5/13/94 7/18/94 8/8/94 4/1/94 8/20/93 Date 1/31/94 Finish 11/30/93 1/26/94 3/11/94 3/18/94 4/15/94 5/12/94 5/17/94 7/18/94 8/8/94 4/30/94 Resources Primary Leaders MtIhollen Ingraai Priaary Leaders Nilhollen Ingraai Priaary Leaders Ingraa IngraaLittle Rock 100I District Prograa Planning and Budgeting Project Nansgeatent Report Id 276 Task Description__________________________________________ Review Desegregation Plan for potential target prograa* X Coap. 100X Start 8/20/93 finish 8/20/93 Resources Cabinet 277 Develop prograa evaluation inatruaent and procesa 100X 8/20/93 8/20/93 Cabinet 278 Conduct Infonastion/orientetion eventa to infer* appropriate ataff of activitiea 100X 8/27/93 8/27/93 Natthia 279 Identify faat-track evaluation targeta 100X irx/n 8/30/93 Natthia 280 Conduct repMirad training for use of process end eveluation criteria for designated staff lOOX 8/30/93 8/30/93 Natthia 281 Coaplete faat-track evaluation of targeted progrea* 100X 8/30/93 1/3/94 Natthia,Curriculua Sipervisors 282 Use fest-treck evaluation resulta to detensine prograa add i t i ons/de I et i ons/and i f I ca t i ons Natthia,Currlculiai Stperviaora 283 Develop eddltionel prograa* and/or prograa aaxiificationa OX 2/18/94 zra/Vt Natthia,Curriculua Superviaora 284 Begin prograa evaluation for targeted non-deseg prograa* (using established process/criteria) OX 2/28/94 2/28/94 Natthia,Curriculua Superviaora 285 Review eveluation results for non-deseg prograa* OX 2/15/94 3/15/94 Natthia,Curriculua Sipervisora 286 Consolidate/a*rge results of non-deseg prograa results into budget developawnt OX 3/15/94 4/25/94 Cabinet Pegs 26 Date 1/31/94Little Roel ichool District Id Task Description Broad-Based feedback 288 Define Input requlreieente et Boerd work sett I on 289 Develop inservice plan on the Program Planning and Budgeting Process 290 Begin Input proceee 291 Coeplete input process 292 Plan for internal and external feedback 293 Provide internal and external feedback 22\u0026amp; euflua Coordination 295 Develop project aanageawnt tool 296 Set i4\u0026gt; regular project aanageeant reporting process 22Z nonthlv project aanaoeaent report Is sytl Program Planning and Budgeting Project Hanageaant Report X Comp. n Start 8/2/93 Finish 3/31/94 Reeourcee 100X 100X 100X OX OX OX 2\u0026amp;S 45X 90X 21 Page ZT 9/9/93 9/9/93 Bord,UllliaM tnm 3/1/94 8/31/93 10/25/93 12/13/93 B/31/93 Date 1/31/94 wm vm/v, 3/31/94 6/30/94 1/Z/94 HatthIe,IngreM.HIIhollen,Hayo Hetthle,InaraM,HIIhollen Ingrea,Baste UI 111 ata ,Mstth I s, 1 ngrssi Will itsM, Ingraai Basse,Choate Ui 111aaa,HatthIa,Ingraa,Basse.Cablnet Id 298 Task Description__________________________________ Slim It August aamthly manageaant report to Court 299 Siimlt Septaober aonthly aanagement report to Court 300 Siinit October Monthly Management report to Court 301 Submit Noveabar monthly management report to Court 302 Submit December monthly management report to Court 303 304 Sibmlt February monthly manageoant report to Court 305 Sibalt March aamthly manageatent report to Court 306 Submit April aionthly management report to Court 307 Sibmlt Nay aamthly manegeaant report to Court 308 Sibmlt June aamthly manageaant report to Court Little Rock School District Prograa Planning and Budgeting Project Hanageaant Report X Coap. 100X 100X 100X 100X 100X 10OX OX OX OX OX OX Page 28 Start 8/31/93 FInlah 8/31/93 Resources UI 11 lams,Ingraa 9/30/93 9/30/93 Ullllaa,Ingriai 10/29/93 11/30/93 12/31/93 1/31/94 2/28/94 3/31/94 4/29/94 5/31/94 6/30/94 Date 1/31/94 10/29/93 11/30/93 12/31/93 1/31/94 2/28/94 3/31/94 4/29/94 5/31/94 6/30/94 UItllaaN,Ingram UI 11lama,Ingraa Ullllama,Ingram Ullllama,Ingram Ullllama,Ingram Ullllama,Ingram Ullllama,Ingram UllUaaa,Ingram UllUams,Ingram Little Roel loot District RrogrM Planning and Budgeting Project Management Report Id 1 Task Description________________________________________ Development of \u0026gt; Planning Organization and Structure Qtr b 1994 Jul I Aug I Sep Qtr 2, 199^ Oct I WovToec Qtr 3, 1994 Jan I Feb | Mar Qtr 4, 1994 Apr 1 May I Jun Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | Mar 2 Designate District Planner 3 Hire Planning Specialist I I I I I I I I I I I I I I I 4 Train Planning Specialist I I I S Reassess planning organization and structure 6 Restructure and sodify, if necessary Z Meeds Assesssient I I I I I I I I I y/M S Define purpose, process, and forsiat I I I I I I I I I 9 Connwicate to the District and connunity the purpose, process, and fonaat to be used in the program planning and budgeting process 10 Develop and define the Mission statement and goals for the District Project\nDate: 1/31/94 Critical Noncritical Progress  Milestone Sussiary T Rolled Up 0 Page 1 Date 1/31/94id 11 Task Description Develop prellailnary list of issues for needs assessment Little Rock School District Progran Planning and Budgeting Project Managestent Report Qtr 1, 1994 Jul I Aug I Sep' Qtr 2. 1994 Oct I Mw I Dec Qtr 3, 1994 Jan j FA I Har Qtr 4, 1994 Apr I Hay I Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I F^l Her 12 Identify data to aeasura needs of diatrict 13 Study data to awasure needs :////////////,\\ Ji ftrkansay HIniWMi Perfonsance (AHPT) liX mnageiaent 15 Develop data collection plan for AMPT results 16 Assign responsibilities for AHPT data collection 17 Collect data froai AMPT results IS Analyze data froai AHPTresults 19 Report data findings froai AHPT for aierge into needs assessiBent 22 Stanford 5 Test data sanaaeiaent Project: Date: 1/31/94 Critical Noncritical Progress  Hilestone 0 Sunsary Rolled Up 0 Page 2 Date 1/31/94 I II Little Roel? lool District Program Planning and Budgeting Project Manageaient Report Id 21 Task Description_____________________________________ Develop data collection plan for Stanford 8 results Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Hoy I Dec Qtr 3, 1994 Jan j Feb I Mar Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb | Mar 22 Assign responsibilities for Stsnford 8 data collection 23 Collect dete frcei Stsnford 8 results 24 Anelyze dete Iron Stsnford 8 results 25 Report date findings froai Stanford 8 for anrge into needs assessment Desegreaetion Honltorina Reports Audit Assign responsibility for dete collection 28 Develop data collection plan 29 Collect data 2^ I I 30 I I Request to Prograai Managers to coafMre with 1st Quarter's Prograai Budget Docunent Project: Date: 1/31/94 Critical Noncritical Progress B Milestone 0 Sumary  Rolled Up 0 Page 3 Date 1/31/94 BQLittle Roel :k^^Lol I District ProflraM Plaming end Budgeting Project Hanagoeent Report Id 31 Task Description _________________________________ Report findings to PRE for merge with Program Budget Docunent, where appropriate Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan j Feb I Nar Qtr 4, 1994 Apr I Nay I Jun Qtr I, I Otr 2, 19^ Jut I Aug I Sep I Oct |llov|Pec Qtr 3. 1995 Jan I Feb | Mar 22 Peeegregatlon Eiita 33 Assign responsibility for data collection 34 I Develop data collection plan 35 Collect date I 36 Request to Prograa: Managers to coapers with 1st Quarter's Program Budget Docunents 37 Report findings to Planning, Research and Evaluation for merge with Program Budget Docuaent, where appropriate 2S Court Orders Audit I 39 Assign responsibility for data collection 40 I Develop data collection plan I Project: Date: 1/31/94 Critical Honcritical Progress \u0026lt; Nilestone Susisary Rolled Up 0 Page 4 Date 1/31/94Id 41 Task Description Collect data Little Rock School District Progrsn Planning and Budgeting Project Manageaaent Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec Qtr 3, 1994 Jan j F^ I Mar Qtr 4, 1994 Apr I Hay I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I I Mar 42 Request to Prograai Hanagera to cixapara with lat Quarter'a Prograia Budget Document 43 Report findings to Planning, Research and Evaluation for aierge with Program Budget Docunent, where appropriate I a. yixlylia fiuHl 45 Develop plans for data collection for Curriculua Audit 46 Assign responsibilities for collection**CurrfcutuB Audit 47 Colltct data for Curriculua Audit 4 Eatabliah procedures for review and asaesament of Curriculua Audit data I 49 Organize and label Curriculua audit data--findings of Honitoring and Status Reports, Curriculua Objectives, achievement so Relate/assess the data resulta back to the Curriculua Audit findings Project: Date: 1/31/94 Critical Prograaa Suaaary Noncritical Hilaatona Rolled Up 0 Page 5 Date i/31/94 Id 51 Task Description Analyze the effectiveness of revised curriculua, polices, etc. 52 Identify factors thst fscilitated attainaent of curriculua goals 53 Identify obstacles that prevented curriculua goal attaimient 54 Hake recoamendatioins for prograai add i t i ons/de I et i ons/aiodi f i ca t i ons 55 Report data findings froai Curriculua Audit for aierge into needs assessment SShooL CUte/Kti-n Rel\u0026gt;toot Survey 57 Develop date collection plan for SC/HR 58 Assign responsibilities for SC/HR data collection 59 Collect data froai SC/HR survey 60 Analyze data fron SC/HR survey Project: Date: 1/31/94 Critical Moncritical Little Rock School District Prograai Planning and Budgeting Project Nanageaient Report Qtr 1. 1994 Jul I Aug I Sep I I Qtr 2. 1994 Oct I Mov I Dec I I Progress  Hilestone 0 Qtr 3. 1994 Jan j Feb | Har Qtr 4. 1994 Apr I Hay | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Feb | Har Page 6 Date 1/31/94 Sunaary  Rolled Up 0Id 61 Task Description Report of data findings froM SC/HR survey for merge into needs assessment WlhlW study 63 Develop data collection plan for Facilities Study 64 Assign responsibilities for Facilities Study 65 Collect data for Facilities Study 66 Prepare report for Facilities Study 67 69 70 Report data findings froM Facilities Study for sierge into needs sssessisent Proportional Allocation Fonaulaa Develop data collection plan for Proportional Allocation Fonaulas Assign responsibilities for Proportional Allocation Fonaulas Project\nDate: 1/31/94 Critical Noncritical Little Rock School District PrograM Planning and Budgeting Project Hanagenent Report Otr 1, 1994 Jul I Aug I Sep Otr 2. 1994 Oct I Nov I Dec Otr 3. 1994 Jan I F^ I Mar Qtr 4. 1994 Apr I May | Jun Otr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb | Her lb * Progress  Milestone Suasary  Rolled Up Page 7 Date 1/31/94 Id 71 Task Description Collect data for Proportional Allocation Forsulas 72 Analyze data froai Proportional Allocation Fonaulas 73 7t\u0026gt; 13 76 77 78 79 80 Prepere Proportional Allocation Fonaulaa Report Report data findinga froa Propotional Allocationa Fonaulas study for aierge into needs assessaient Collect and awrge issues from work session (Aug. 31, 1993) into needs assessaient infonaation Conduct work session for data analyses of all studies, surveys, foruais, dialogues, etc. Coaplete needs aasessawnt liating Publish Draft of Needs Assessawnt Report Finalize and Piblish Needs Assessaient Report Begin 95-96 needs assessawnt cycle Project: Date: 1/31/94 Critical Little Rock School Diatrict Prograai Planning and Budgeting Project Hansgeawnt Report Qtr 1. 19W Qtr 2. 1994 Jul I Aug I Sep Oct I Mw I Pec Progress H Milestone Qtr 3, 1994 Jan J Feb I Mar I I I I I I I I I I Qtr 4, 1994 Apr I May | Jun Qtr 1, 1W Jul I At\u0026lt; I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I F^ I Mar Page 8 Date 1/31/94 I I I I I I I I I I I I I I I I I I :i I I I I I' I I I I I I I I I SuDsary ~ Rolled Up 0 Id SI Task Description PrflrW Inventory 82 Identify DSeg program 83 Identify primry and secondary leaders for DSeg program 84 Revise DSeg Prograai listings 85 Receive approval of DSeg Prograai listing 86 Distribute DSeg Progrm listings to selected resource persons 87 Conduct inservice for DSeg Progrm nanagers and principals 88 Develop Progrsai Budget Docuaent for DSeg Program 89 Establish a list of Non-DSeg Program 90 Identify primry and secondary leaders for Non-DSeg Program Project: Date: 1/31/94 Critical Noncritical Little Rock School District Progrsn Plenning and Budgeting Project Hanageaient Report Otr 1, 1994 Jul I Aug I Sep Otr 2. 1994 Oct I Nov I Dec Qtr 3. 1994 Jan I Feb | Her Qtr 4. 1994 Apr I Hay | Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Otr 3. 1995 Jan I Feb | Her 1 Progress  Hilestone Sueaary  Rolled Up 0 Page 9 Date 1/31/94Id 91 Task Description Revise Non-DSeg Prograa listings 92 Receive epproval of Non-DSeg Prograa listing 93 Distribute Non-DSeg Prograa listing to selected resource persons 94 Conduct inservice for Non-DSeg prograai aanagera 95 Develop Prograa Budget Documents for Non-DSeg Programs 96 Herge DSeg and Non-DSeg Programs into a composite listing 97 Generate a Prograa Inventory Report 98 Conduct 95-96 Prograa inventory 22 Coaaaunitv Foruaa Little Rock School District Prograa Planning and Budgeting Project Hanageaient Report Qtr 1, 1994 Jul 1 Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan j F^ I Har Qtr 4, 1994 Apr I Hay I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Har 100 Develop data collection plan for Coanunity Forums Project: Date: 1/31/94 Critical 1^00000000!! Noncritical Progress Hilestone Suaaary Rolled Up 0 Page 10 Date 1/31/94Id 101 Tesk Description_________________________________________ Set locations and schedule for Coanunity Foruns 102 Develop Community Forua sample agenda 103 Develop data collection tool (matrix) for Community Forusa 104 Conduct Cloverdale Eleaientary Community Forua 105 Gather Cloverdale feedback data for Input into matrix 106 Conduct Parkview Community Forua 107 Gather Parkview Coaiautlty Forua feedback data for input into matrix 108 Conduct Bale Coamsjnity Forua 109 Gather Bale Community Forua feedback data for input into matrix 110 Conduct Forest Heights Coamunlty Forum Project: Date: 1/31/94 Critical Noncritical Little Roci^chool District Program Planning and Budgeting Project Hanagestent Report Qtr 1, 1994 Jul I Aug I S^ Otr 2, 1994 Oct I Nov I I I I Progress  Hilcstone Qtr 3, 1994 Jan j Feb | Her Qtr 4, 1994 Apr I Hay | Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Her Page 11 Date 1/31/94 Sumsary  Rolled Up 0Little Roel I lool District Program Planning and Budgeting Project Management Report Id 111 Task Description__________________________________________ Gather Forest Heights Connunity Form feedback data for input into matrix Qtr 1, 1994 Jul I I Sep Qtr 2, 1994 Oct I Mov I Qtr 3, 1994 Jan j Frt I Mar Qtr 4, 1994 Apr I May I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Otr 3, 1995 Jan I Feb I Mar 112 Conduct Rockefeller Connunity Form 113 Gather Rockefeller Community Form feedback data for input into matrix 114 Conduct Garland Comaaiity Form 115 Gather Garland Community Form feedback data for input into matrix 116 Finalize and publiah Coammity Form Matrix HZ District Dialogues 118 Develop data collection plan for District Dialogues 119 Set schedule for District Dialogues 120 Develop District Dialogue sample agenda Project: Date: 1/31/94 Critical Noncritical Progress B Milestone Smmary Rolled Up O Page 12 Date 1/31/94Little Rocic :l^^h :hool District Program Planning snd Budgeting Project Hanagesient Report Id 121 Task Description_______________________________________ Develop data collection tool for District Dislogues (aiatrix) Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan j Feb | Her Qtr 4, 1994 Apr I Hay I Jiai Qtr 1, 1W Jul I Aug I Sep Otr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb | Kar 122 Conduct Central Office Adainistration Diatrict Dialogue 123 Gather Central Office Adniniatration feedback data for Input into aiatrix 124 Conduct Teachers District Dialogue 125 Gather Teachera Diatrict Dialogue feedbeck data for input into aiatrix 126 Conduct Principala Diatrict Dialogue 127 Gather Principala District Dialogue feedbacl data for input into laatrix 128 Conduct Classified Staff District Dislogue 1 129 Gather Cleasified Steff District Dialogue fee\u0026lt;t\u0026gt;ack data for aierge into aiatrix I 130 Finalize and pi^lish District Dialogue aiatrix Project: Date: 1/31/94 Critical Noncriticel Progreaa  Ni lestone  Susnary  Rolled Up 0 Page 13 Date 1/31/94 Little Roel lIool District Program Planning and Budgeting Project Management Report Id 121 Task Description Goals and Objectives Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan [ Feb I Ha7 Qtr 4, 1994 Apr I Hay I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I D^ Qtr 3. 1995 Jan I febi Har Convict Ceblnet Elamina S*iff]9n 133 Identify process for goal developaient 134 Detensine date and site for work session 135 Identify Mterials for work session 136 Develop naterlals for work session I 137 Identify and notify participants for the work session 138 Conduct work session 132 ConAict Goal Setting Mork Session UO Identify process for goal setting work session I Project: Date: 1/31/94 Critical Noncritical Progress  Hilestone Sminary V Rolled Up Page U Date 1/31/94 Little Rock \"School District PrograM Planning and Budgeting Project Manageaient Report Id 141 Task Description Identify participants for the goal setting work session Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Orc Qtr 3, 1994 Jan Mar Qtr 4, 1994 Apr I May | Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Otr 3. 1995 Jan I Feb | Mar U2 Detemine date and site for goal tatting work session 143 Distribute background awterials to the participants 144 145 Conduct iMrk session to develop tentative mission statement, develop tentative goals, and a list of Issues that siay enhance or restrict goal attainment__________________________________ Prepare materials for Board work session I Can\u0026lt;*gt Ksacd Usck swiwi 147 Establish data and site for work session 148 Distribute background siaterials to Board sKiiiiers 149 Review of preliminary list of Issues for needs assessment by Board 150 Revleu/revise tentative mission stateaient and goals Project: Date: 1/31/94 Critical Noncritical Progress H Milestone Sunnary Rolled Up 0 Page 15 Date 1/31/94 Little Rock I lool District Program Planning and Budgeting Project Hanageatent Report Id 151 Task Description________________________________ Review desegregation program inventory Qtr 1, 1W4 Jul I Aug I Sep Qtr 2, 1994 Oct I Hov I Dec Qtr 3, 1994 Jan J Feb | Har Qtr 4, 1994 Apr I Hay | Jun otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Hov I Dec Otr 3, 1995 Jan I Feb | Har 152 Review identified proportional allocations 153 Establish written priorities 154 Identify additional fast-track* program evaluation 155 Identify strategies for funding shortfalls 156 Develop conmunication strategy for mission statement and goals 157 Distribute nission statement and goals 15S Distribute list of priorities 152 Con*\u0026lt;ct Board Retreat Session 160 Detennine date and site for Board Retreat Project: Date: 1/31/94 Critical Honcritical Progress  Milestone Suanary  Rolled Up 0 Page 16 Date 1/31/94Id 161 Task Description_____________________________ Identify agenda items for Board Retreat 162 Establish agenda for Board Retreat 163 Gather artd distribute mterials for Board Retreat 164 Conduct data analysis work session for Board Retreat 165 Conduct Board Retreat 166 Report outcoses of Board Retreat 167 Det amine the need for an additional Board Retreat 1^5 Prograai Pevelocmnt 169 Develop philosophy and/or objectives for programs and /or program modifications 170 Schedule and hold meetings for organizing the project Project: Date: 1/31/94 Critical Little Rock'Tchool District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep otr 2, 1994 Oct I Nov I Dec I Progress  Milestone Qtr 3. 1994 Jan I Frtf I I I I I I I I I I I I I I I :i I I I il I I I Har Qtr 4, 1994 Apr I May I Jun I I I I I I I I I I I I I I I I I Sumary Rolled Up 0 Page 17 Date 1/31/94 Otr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb I HarLittle Roci lIool District Program Planning and Budgeting Project Management Report Id 171 Task Description__________________________________________ Seek copies of source docunents from experts, other school districts Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec Qtr 3, 1994 Jan j Feb | Mar Qtr 4, 1994 Apr I Mey I Jun Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Feb I Mar 172 Exmine trends of experts in the designated fields 173 Organize a committee to develop educational specifications I 174 175 Establish framework for: curriculua offerings\nservices and sqpport programs\npolicies for instructional delivery\nmaterials/supplies/equipaent\nstafflng needs and Relate/reference recommendations froa curriculua audit needs assessment results to established mission statement, goals, and DSeg Plan I 176 Review recoanendations froa curriculua audit needs assessment in order to identify additional programs or program axxlif i cat ions 177 Develop Business Case for prograa and/or prograa iKxlificatlons I 178 Stixait Business Case for prograa and/or prograa modifications to Si\u0026lt;\u0026gt;erintendent and Board of Directors B 179 Develop progran and/or prograa laodifi cat ions B 180 Review prograa and/or program modifications with Cabi net Project: Date: 1/31/94 Critical Noncritical Progress IB Milestone Sunmary Page 18 Date 1/31/94 Rolled Up 0 Id 181 Task Description Decide to implement or not to implement programs and/or program modifications 1S2 Budgeting 183 Prepare initial financial forecasta for coning year 184 Issue Instructions for budget preparation at alt levels 185 Develop budget preparation training notarial 186 Conduct budget preparation training sesaions 187 Budget nanagers siteit 94-95 budget requests 188 Begin budget developnent Little Rock School District Program Planning and Budgeting Project Hanagement Report otr 1, 1994 Otr 2. 1994 Wil I, ITTT W4I fca I77W Jut I Aug I Sep Oct I Wov 1 Pec Otr 3, 1994 Jan j Feb | Mar I  Otr 4. 1994 Apr I May | Jun Otr 1, 1995 Jul I Aug I S^ Otr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Mar 189 Revise financial forecast for coning year 190 Slim It proposed budget to Board Project: Date: 1/31/94 Critical Noncritical Progress M Milestone  Sumary IF Rolled Up 0 Page 19 Date 1/31/94Id 191 Task Description Conduct Board work sessions on budget 192 Revise budgets, ss needed 193 Notify certified personnel of possible stsff reduction 194 Board approval of tentative budget 195 Notify clsssified personnel of possible stsff reduction 196 Board adoption of 94-95 budget 197 Subnit 94-95 budget to State ja ECoauB pudagt Doctsaent ilM 0uarter\n2nd Quarter:3rd Quarter:4th Quarter) 199 Develop Progran Budget Docuaent Report Plan for all quarters for DSeg Programs 200 1st Quarter Proaran Budget Docuaent Report Project: Date: 1/31/94 Critical Little Rock scnool Dietrict Program Planning and Budgeting Project Management Report Qtr 1. 1994 Jul I Aug I Sep Qtr 2. 1994 Oct I Nov I Dec Qtr 3. 1994 Jan j Feta | Mar Qtr 4. 1994 Apr I May I Jun 0 Progress H Milestone Sunnary Rolled Up 0 Psge 20 Date 1/31/94 Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I feta | MarId 201 Task Description Prepare treining materiel for prirKipals, program managers and clerical staff 202 Conduct treining session for principels, program managers, and clerical staff\ndistribute diskettes 203 Disseminate written program docunent instructions to principals and program managers 204 Advise program managers end principels on Program Budget Docunent 20S Generete diskette management flow information to relative staff in School Operatiorts and PRE office 206 Plan 1st follow-up training session on the Program Budget Docunent and WordPerfect 207 Conduct 1st follow training sessions on the Program Budget Docunent end WordPerfect 208 OSes PrograM OUkettM dua back to Planner 209 PRE perform check-in procedures end deta clean-up on diskettes 210 PRE generates hard copies of diskettes Project\nDate: 1/31/94 Critical Honcriticel Little Rock School District Program Plenning end Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep I Otr 2. 1994 Oct 1 Mov I Dec I I I Progress Milestone Otr 3. 1994 Jan j Feb | Mar Otr 4, 1994 Apr I May I Jun Otr 1. 1995 Jul I Aug I Sep Otr 2. 1995 Oct I Mov I Dec Otr 3, 1995 Jan I Feb | Mar Sunsery Psge 21 Oete 1/31/94 Rolled Up 0Little Rock lool District Program Planning and Budgeting Project Management Report Id 211 Task Description____________________________________ PRE develops relative narrative and the Controller provides financial info for the Program Budget Document Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mw I D^ I Qtr 3. 1994 Jan j F^ 1 Mar Qtr 4, 1994 Apr I May | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 (X:t I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar 212 PRE combines all relative info for Program Budget Docusent Report (1st Quarter) 213 I PRE disseminates draft of report to selected resource people 214 Revise draft 21S Prepare for pU\u0026gt;lfcation of Program Budget Docunent 216 Submit published Program Budget Docment Report to the Court 217 Return DSeg Program diskettes to managers and principals 218 2nj Quarter Proaraai Budaet Pocuaent Report 219 Advise program managers and principals on PBO 220 Prepare training material for follow-up training sessions on the PBD and WordPerfect I Project\nDate: 1/31/94 Critical Noncritical Progress  Hilestone  Suimary  Rolled Up 0 Page 22 Date 1/31/94Id 221 Task Description Disseminate standardized instructions for completing the PBO to principals and program managers 222 Conduct training sessions for principels, program managers, and clerical staff 223 Diskettes due beck to Plenner 224 PRE performs check-in procedures and data clean-up on diskettes 225 PRE generetes herd copies of diskettes 226 PRE develops relative narrative and the controller provides financial info for PBO Report 227 PRE combines all relative info for PBO 2nd Quarter Report 228 PRE disseminates drafts of report to selected resource people 229 Revise draft Little Rock School District Program Planning and Budgeting Project Hanagement Report Qtr 1, 1W4 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec I Qtr 3, 1994 Jan I Feb | Mar I 1 Qtr 4, 1994 Apr I Mey | Jun Otr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I F^ I Mar 230 Prepare for piblication of 2nd Quarter Program Budget Docuaent Report 5 Project: Date: 1/31/94 Critical Noncritical Progress  Milestone Sumary  Rolled Up 0 Page 23 Dete 1/31/94Little Rock lool District Progran Planning and Budgeting Project Nanagenent Report Id 231 Tesk Description Submit published 2nd Qusrter Progrsn Budget Docunent Report to Court Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Hov I Dec Qtr 3, 1994 j Feb I Her Jen I Qtr 4, 1994 Apr I Hay | Jui Qtr 1, 1995 Jul I Aug I Sep Otr 2. 1995 Oct I Hov I Dec Otr 3, 1995 Jan I Feb | Her 232 Return diskettes back to the principals and progran nanegers 233 2M Develop Instruction* for Including any additional desegregation obligations to be included in 3rd Otr Program Budget Docuaent Report___________________________________ 3rd Quarter Program Budget Docuaent Report I as Advise progran nanegers and principals on th* PBD 236 az Prepare training naterial for principals, progran nanegers, and clerical staff for 3rd follow-up training on UordPerfect and the Program Budget Dociment_______________________ Disseninate reminder instruction* for PBOconpletion to principal* and progran managers B 238 Diskette* due beck to Planner a? PRE perfoms check-in procedures and data clean-qp on diskettes B 240 PRE generates hard copies of diskettes B Project! Date: 1/31/94 Critical Honcritical Progress H HIlestone Sumary Page 24 Date 1/31/94 Rolled Up 0Little Rock lool District Progrsn) Planning aixl Budgeting Project Hanagement Report Id 241 Task Description PREdevelops relative narrative and the controller provides financial info for 3rd Quarter Program Budget Docunent Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Qtr 3, 1994 Jan J Feb | Mar Qtr 4, 1994 Apr I Hay | Jui B Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Otr 3. 1995 Jan I Feb I Her 242 PRE conbines all relative info for 3rd Quarter for PBD Report 243 0 PRE disseminates draft of report to selected resource people 244 Revise draft 24S Prepere for pcijlication of Program Budget Report for the 3rd Quarter 246 Submit pulished 3rd Quarter Program Budget Document Report to Court 0 ZU Return diskettes to program aianagers and principals 2S iUl Quarter Pronraia Budaet Docuaent Report 249 Advise principals and program managers on the PBD 250 Diskettes due back to Planner Project: Date: 1/31/94 Critical Noncritical Progress Milestone Sunsery Rolled Up \u0026lt;\u0026gt; Page 25 Date 1/31/94Id 251 Task Description PRE performs check-In procedures and data clean-up on diskettes 252 PRE generates hard copies of diskettes 253 PRE develops relative narrative and the controller provides financial Info for 4th Quarter PBD Report 254 PRE conbines all relative info for 4th Quarter PBO Report 255 PRE disseninates draft of report to selected resource people 256 Revise draft 257 Prepare for publication the 4th Quarter Progran Budget Docunent Report to Court 258 Subnit pUilished 4th Quarter Progran Budget Docunent Report to Court 259 PRE houses diskettes until 93-94 school year begins !60 Honitorina gnd Reporting Project: Date: 1/31/94 Critical Little Rock \"School District Progran Planning and Budgeting Project Managnaent Report Otr 1, 1994 Qtr 2. 1994 Jut I Aug I Sep Oct I Nov | Dec Progress  Hilestone Otr 3, 1994 Jen J Feb I Har Qtr 4, 1994 Apr I Hay | Jun Qtr 1, 1^ Jul I Aug I S^ B B Page 26 Date 1/31/94 Qtr 2, 1995 Oct I Mov I D^ Qtr 3, 1995 Jan I Feb | Har Sunnary \" Rolled Up 0Id 261 Task Description Develop planning strategy 262 Prepare monitoring and reporting instructions for all quarters 263 Set up financial pull for 1st Quarter PBO Report with July, August, and Sept, data 264 Distribute 1st Quarter PBO Report to Primary Leaders 265 Provide feedbeck to principals and program managers on 1st quarter report 266 Set up financial pull for 2nd Quarter PBO Report 267 Distribute 2nd Quarter Program Budget Docuaent Report to Primary Leaders 268 Provide fee\u0026lt;l\u0026gt;eck to principals and program managera on 2nd Quarter Program Bucket Document 269 Set up financial pull for 3rd Quarter Program Budget Docunent Report 270 Disseminate 3rd Quarter Program Budget Docisnent Report to Primary Leaders Project\nDate: 1/31/94 Critical Little Rock school District Program Planning and Budgeting Project Hanagement Report Qtr 1, 1W4 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan Her I Progress  Milestone Page 27 Dete 1/31/94 Qtr 4, 1994 Apr I Hay | Jun Otr 1. 1995 Jul I Aug I Sep Otr 2. 1995 Oct I Mov I Dec Otr 3, 1995 Jan I Feb | Her Stnmary V Rolled Up 0Little Rock lIool District Program Planning and Budgeting Project Management Report Id 271 Task Description Provide feedback to principals snd program managers on 3rd Quarter PBO Report Qtr 1, 1994 Jul I Aug I Sep Otr 2, 1994 Oct I Hov I Dec Qtr 3, 1994 Jan I Feb | Mar Qtr 4, 1994 Apr I May | Jun 0 Qtr 1, 1^ Jul I Aug I Sep Qtr 2. 1995 Oct I Hov I Dec Qtr 3, 1995 Jan I Feb | Mar 272 Set up financial pull for 4th Quarter PBO Report 273 Disseminate 4th Quarter PBO Report to the Primary Leaders 274 Modify process as necessary '///A 2TT 27S 279 280 Efarw E^objailfiQ Review Desegregation Plan for potential target programs Develop progran evaluation instrument and process Conduct information/orientation events to inform appropriate staff of activities Identify fast-track evaluation targets Conduct required training for use of process ard evaluation criteria for designated staff Project: Date: 1/31/94 Critical Honcritical Progress  Milestone Sunnary Rolled Up 0 Page 28 Date 1/31/94 276 Little Rock loot District Program Planning and Budgeting Project Hanagement Report Id 281 Task Description Coofilete fast-track evaluation of targeted program Qtr 1. 1994 Qtr 2. 1994 Jul I Aug I Sep Oct | Nov | Dec Qtr 3, 1994 Jan J Feb | Mar Qtr 4. 1994 Apr I May I Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Qtr 3. 1995 Jan I Feb [ Mar 282 Use fast-track evaluation results to determine program additions/deletions/modifications 283 Develop additional program and/or program modifications 284 Begin program evaluation for targeted non-deseg program (using established process/criteria) 285 Revieu evaluation resulta for non-deseg program 286 Consolidate/merge results of non-deseg program results into budget development 2SZ Broad-Based Feetfceck 0 B 288 Define input requirements at Board work sesaion 289 Develop inservice plan on the Program Planning and Budgeting Process 290 Begin input process Project: Date: 1/31/94 Critical Noncritical Progress Milestone Sunsery  Rolled Up O Page 29 Date 1/31/94 y/////////////////.Little Rock lool District Program Planning and Budgeting Project Management Report Id 291 Task Description__________ Complete input process Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Qtr 3, 1994 Jan Feb I Her Qtr 4, 1994 Apr I May | Jui Qtr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Mar 292 Plan for internal and external feedback 293 Provide internal and external feedback W///. 294 Prograa Coordination 295 Develop project sianageaient tool 296 Set up regular project nenagement reporting process iSZ Subaiit laonthly project wanafleagnt r*P9rt IS CSS!! RI 298 Stixnit August monthly management report to Court 299 Sutxsit September sxxithly management report to Court 300 SiAnit October monthly management report to Court Project\nDate: 1/31/94 Critical Noncritical Progress  Hilestone Sunmary  Rolled Up 0 Page 30 Date 1/31/94Id 301 Task Description______________________________________ Submit Novenber monthly laanagement report to Court Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug 1 Sep Otr 2, 1994 Oct I Nov I D^ Qtr 3, 1994 Jan j Feb | Mar Otr 4, 1994 Apr I May I Jun Otr b 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Mar 302 Siiialt December Monthly Management report to Court 303 304 Submit February monthly management report to Court 305 Siinit March Monthly Mnagenent report to Court 306 SUbnlt April Monthly Manageaient report to Court 307 SubMit Nay Monthly aianageaient report to Court 308 Siinit June Monthly ManageMent report to Court Project: Date: 1/31/94 Critical Noncritical Progress  Milestone  Sumary  Rolled Up \u0026lt;\u0026gt; Page 31 Date 1/31/94FEB. 28, 1994 RECEIVED IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION FEB 2 8 1994 Office of Desegregation Monitoring LITTLE ROCK SCHOOL DISTRICT PLAINTIFF VS. No. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL DEFENDANTS MRS. LORENE JOSHUA/ ET AL INTERVENORS KATHERINE KNIGHT, ET AL INTERVENORS LRSD^S FEBRUARY PROJECT MANAGEMENT TOOL The Plaintiff, Little Rock School District (\"LRSD\"), for its February Project Management Tool, states: 1. Pursuant to the Order of this Court, the LRSD does hereby submit its Project Management Tool for the month ending February 28, 1994. WHEREFORE, the Little Rock School District submits its Project Management Tool for the month ending February 28, 1994. FRIDAY, ELDREDGE \u0026amp; CIARK ATTORNEYS AT LAW 2000 First Commercial Building 400 West Capitol Little Rock, Arkansas 72201-3493 (501) 376-2011 BSISHFebruary Project Management Tool February 28, 1994 Page 2 ATTORNEYS FOR PLAINTIFF LITTLE ROCK SCHOOL DISTRICT Jerry L. Malone Bar No. I. D. 85096 CERTIFICATE OF SERVICE I, Jerry L. Malone, do hereby certify that a copy of the foregoing LRSD's February Project Management Tool has been mailed by First Class Mail, postage pre-paid on February 28, 1994, upon the following, except as otherwise indicated: postage pre-paid on February 28, Mr. John W. Walker John Walker, P.A. 1723 Broadway Little Rock, AR 72206 Mr. Sam Jones Wright, Lindsey \u0026amp; Jennings 2200 Worthen Bank Building 200 West Capitol Little Rock, AR 72201 Mr. Steve Jones Jack, Lyon \u0026amp; Jones, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Streets Little Rock, AR 72201 Mr. Richard Roachell First Federal Plaza 401 West Capitol Avenue, Suite Little Rock, AR 504 Mrs. 72201 Ann Brown (Hand-delivered pursuant to the order of the Court) Heritage West Building, Suite 520 201 East Markham Street Little Rock, AR 72201 Jerry L. Malone Little Rock School District Project Management Tool Id 1 Task Description______________________________________ Develoonent of  Planning Organization and Structure X Comp. 47X Start 2Z12S Finish 4/30/94 Resources 2 Designate District Planner 100X 7/27/93 7/27/93 Board 3 Hire Planning Specialist 100X 9/9/93 9/9/93 Ingraai, Board 4 Train Planning Specialist SOX 9/9/93 4/30/94 Ingraai S Reassess planning organization and structure SOX 7/1/93 4/30/94 HatthIs,UlllistBs,IngraRi 6 Restructure and andify, if necessary OX 4/1/94 4/30/94 Wi 11 i aais, Nat th I a, Board Z Needs Assesspent fia 7/2/93 8 Define purpose, process, and foraiat 100X 7/30/93 7/30/93 Hatthis, Ingraai,Hi Ihol len. Board 9 Coanunicate to the District and coanunity the purpose, process, and foraiat to be used in the program planning and budgeting process 100X 7/30/93 2/3/94 Hatthis, Ingraai, Boa rd 10 Develop and define the mission stateaient and goals for the District 100X 8/31/93 8/31/93 Hatthis, Ingraai, Boa rd. Cabinet 11 Develop preliaiinary list of issues for needs assessment 100X 8/31/93 8/31/93 Hatthis,Ingram,Board,Cabinet 12 Identify data to measure needs of district 100X 7/2/93 7/2/93 Hatthis,Ingram,HiIhollen Page 1 2/28/94 Little Rock School District Project Management Tool Id 13 Task Description___________ Study data to measure needs X Comp. 95X Start 8/2/93 Finish 3/7/94 Resources Matthis,Ui 11 isms,Ingram, MiIhollen,Mayo 14 Arkansas Minima Perfonaance (AMPT) Test data nanagewefit 100X 11/10/93 11/23/93 InnraM. Hobby 15 Develop data collection plan for AMPT results 100X 11/10/93 11/10/93 Ingram 16 Assign responsibilities for AMPT data collection 100X 11/12/93 11/12/93 Ingram 17 Collect data from AMPT results 100X 11/12/93 11/17/93 Hobby IB Analyze data from AMPTresults 100X 11/17/93 11/19/93 Hobby 19 Report data findings from AMPT for merge into needs assessamnt 100X 11/23/93 11/23/93 Hobby,Ingram 23. Stanford 8 Isit management 1002 iizisza 11Z81ZS2 21 Develop data collection plan for Stanford 8 results 100X 11/10/93 11/10/93 Ingram 22 Assign responsibilities for Stanford 8 data collection 100X 11/12/93 11/12/93 Ingram 23 Collect data from Stanford 8 results 100X 11/15/93 11/16/93 Dunbar 24 Analyze data from Stanford 8 results 100X 11/18/93 11/22/93 Dunbar Page 2 2/28/94Little Rock School District Project Management Tool Id 25 Task Description___________________________________________ Report data findings from Stanford 8 for merge into needs assessment X Comp. 100X Start 11/23/93 Finish 11/23/93 Resources Dunbar,Ingram 26 Desegregation Honitoring Reportt Audit SSS 10/15/W 27 Assign responsibility for data collection 100X 10/15/93 10/1B/W Hayo 28 Develop data collection plan 100X 10/18/93 10/20/93 Mayo,Hart 29 Collect data 100X 10/21/93 12/U/93 Hayo,Hart 30 Request to Program Managers to compare with 1st Quarter's Program Budget Docuaent 100X 12/15/93 1/31/9A 31 Report findings to PRE for merge with Program Budget Docunent, where appropriate 75X 2/9/94 Vi/V, Mayo 22 Desegregation Plans Audit 10/15/93 33 Assign responsibility for data collection 100X 10/15/93 10/18/93 Mayo 34 Develop data collection plan 100X 10/18/93 10/20/93 Mayo,Hart 35 Collect data 100X 10/21/93 12/14/93 Mayo,Hart 36 Request to Program Managers to compare with 1st Quarter's Program Budget Docuaents 100X 1/31/94 1/31/94 Mayo Page 3 2/28/94Little Rock School District Project Hanagement Tool Id 37 Task Description__________________________________________ Report findings to Planning, Research and Evaluation for merge with Program Budget Docunent, where appropriate X Comp. 75X start 2/9/94 Finish 3/8/94 Resources Hayo 3a Court Orders Audit s 10/15/93 ?/S/B 39 Assign responsibility for data collection 100X 10/15/93 10/18/93 Hayo 40 Develop data collection plan 100X 10/18/93 10/20/93 Mayo,Hart 41 Collect data 100X 10/21/93 12/14/93 Mayo,Hart 42 Request to Program Hanagers to coepara with 1st Quarter's Program Budget Docunent 100X 12/15/93 1/31/94 Nayo 43 Report findings to Planning, Research and Evaluation for sierge with Program Budget Docunent, where appropriate 7SX 2/9/94 3/8/94 Nayo CurrlculiM Audit 100X 8/2/93 2/4/94 45 Develop plans for data collection for Curriculue Audit 100X 8/2/93 11/19/93 Hatthis,CurriculuB Supervisors 46 Assign responsibilities for coUection--Curriculiai Audit 100X 11/12/93 11/12/93 Hatthis 47 Collect data for Curriculun Audit 100X 11/15/93 11/30/93 Curriculun Supervisors 48 Establish procedures for review and assessment of Curriculun Audit data 100X 11/15/93 11/19/93 Hatthis,Curriculun Supervisors Page 4 2/28/94Little Rock School District Project Hanagement Tool Id 49 Task Description_______________________________________ Organize and label Curriculus audit data--fIndings of Honitoring and Status Reports. Curriculus Objectives, achievement X Comp. 100X Start 11/29/93 Finish 12/7/93 Resources______________________ Hatthis.Curriculus Supervisors SO Relate/assess the data results back to the Curriculum Audit findings 100X 12/6/93 12/15/93 Matthis.CurriculLm Supervisors 51 Analyze the effectiveness of revised currlculun, polices, etc. 100X 12/15/93 12/15/93 Matthls,Curriculus Supervisors 52 Identify factors that facilitated attainaent of curriculus goals 100X 12/16/93 12/17/93 Hatthis.Curriculus Supervisors 53 Identify obstacles that prevented curriculus goal attainment 100X 12/16/93 12/17/93 Hatthis.Curriculus Supervisors 54 Hake recoainendatloins for program add! 11 ons/de let I ons/modi f I cat I ons 100X 1/7/94 1/21/94 Hatthis.Curriculus Supervisors 55 Report data findings from Curriculus Audit for iserge into needs assessaient 100X 1/7/94 2/4/94 Hatthis.Curriculus Supervisors Scliool CUste/Husan Relation* gynfSIf JOOS 8/16/93 8/25/93 57 Oevelop data collection plan for SC/HR 100X 8/16/93 8/16/93 Ingraai 58 Assign responsibilities for SC/HR data collection 100X 8/17/93 8/17/93 Ingraai 59 Collect data froai SC/HR survey 100X 8/18/93 8/19/93 PermNorman. Sail th 60 Analyze data from SC/HR survey 100X 8/23/93 8/25/93 PennNoraian. Smi th Page 5 2/28/94Little Rock School District Project Hanagement Tool Id 61 Task Description__________________________________________ Report of data findings from SC/HR survey for merge into needs assessment X Comp. 10 OX Start 8/24/93 Finish 8/24/93 Resources_______________ PennNor(nan,Smi th, Ingram Facilities Study 2^ 2/1/23 3/?/24 63 Develop data collection plan for Facilities Study 100X 9/1/93 9/16/93 Milhol(en,Eaton 64 Assign responsibilities for Facilities Study 100X 9/17/93 9/17/93 HiIhollen,Eaton 65 Collect data for Facilities Study 100X 9/20/93 1/12/94 Hi(hoilen,Eaton 66 Prepare report for Facilities Study 77X 1/25/94 3/4/94 HiIhollen,Eaton 67 Report data findings froa Facilities Study for aarge into needs assessment OX 3/7/94 3/7/94 HiIhollen,Eaton S Pr9port1ona| Allocation Fonaulaa 1O0X 8/2/93 2/4/94 69 Develop data collection plan for Proportional Allocation Formulas 100X 8/2/93 8/20/93 Hilhollen 70 Assign responsibilities for Proportional Allocation Foraulas 100X 8/23/93 8/23/93 Hilhollen 71 Collect data for Proportional Allocation Fonaulas 100X 8/24/93 10/27/93 Eaton,Barnhouse,Boykins,Gadberry,HiIhollen 72 Analyze data from Proportional Allocation Fonaulas 100X 11/1/93 11/24/93 HiIhollen,Eaton,Barnhouse,Boykins,Gadberry Page 6 2/28/94Little Rock School District Project Hanagement Tool Id 73 Task Description________________________________ Prepare Proportional Allocation Formulas Report X Comp. 100X Start 11/29/93 Finish 2/3/94 Resources Hilhollen 74 Report data findings from Propotionsl Allocations Formulas study for merge into needs assessment 100X 2/4/94 2/4/94 Hilhollen 75 Collect and merge Issues from work session (Aug. 31,1993) into needs assessment Information 100X 1/25/94 2/4/94 Hatthis,Ui 11 liras, lngrM,NI Ihol ten,Hayo 76 Conduct work session for data analyses of all atudles, surveys, forums, dialogues, etc. 100X 1/26/94 2/4/94 Hatthla,Ull(iaaB,Board,Cablnet 77 Coapleta needs assessatent listing 99X 1/27/94 3/7/94 Ui IUsan,Hatthi s,Hayo 78 Publish Draft of Needs Assessannt Report 99X 2/25/94 3/7/94 UilliaM,Ingraa 79 Finalize and Publish Needs Assessment Report OX 3/9/94 3/9/94 Hatthis,Ui I Ums, Ingraa 80 Begin 95-96 needs sssessoent cycle OX 4/4/94 11/4/94 Natthis,Uilllaas,lngrM,Hllhollen,Hayo fil Prograa Inventory fix 7/1/93 6/30/94 82 Identify DSeg programs 100X 7/1/93 7/1/93 IngrM 83 Identify primary and secondary leaders for DSeg programs 100X 7/1/93 7/1/93 IngrM 84 Revise DSeg ProgrM listings 100X 7/19/93 9/8/93 IngrM Page 7 2/28/94Little Rock School District Project Hanagement Tool Id 85 Task Description_________________________ Receive approval of DSeg Program listing X Comp. 100X Start 7/19/93 Finish 7/19/93 Resources_____ Hatthis,Ingram 86 Distribute DSeg Program listings to selected resource persons 100X 9/9/93 9/9/93 Ingram 87 Conduct inservice for DSeg Program managers and principals 100X 9/16/93 9/23/93 Hatthis,Ingram 88 Develop Program Budget Docunent for DSeg Programs 100X 8/6/93 9/9/93 Ingram 89 Establish a list of Hon-DSeg Prograan 100X 8/26/93 8/26/93 Ui 11 i ams ,Hatth i s, I ngram 90 Identify primary and secondary leaders for Non-DSeg Programs 100X 11/16/93 11/29/93 Ui IIiams,Hatthis,Ingram 91 Revise Hon-DSeg Program listings 1O0X 8/27/93 11/15/93 Ui IUams,Hatthis, Ingram 92 Receive approval of Hon-DSeg Program listing 100X 11/15/93 11/15/93 Ui 11iams,Hatthis,Ingram 93 Distribute Non-DSeg Program listing to selected resource persons 100X 11/16/93 11/16/93 Ingram 94 Conduct inservice for Non-DSeg program managers 100X 12/10/93 12/10/93 Ingram 95 Develop Program Budget Docunents for Mon-DSeg Progrmns 85X 12/10/93 3/4/94 Ingram,Non-DSeg Program Hanagers 96 Herge DSeg and Non-DSeg Prograas into a composite listing 100X 1/18/94 1/18/94 Ingram Page 8 2/28/94 Little Rock School District Project Management Tool Id 97 98 22 100 101 102 103 104 105 106 107 108 Task Description____________________ Generate a Program Inventory Report Conduct 95-96 Program inventory Conaajiity Foruag Develop data collection plan for Community Foruma Set locations and schedule for Community Foruas Develop Community Forua sample agenda Develop data collection tool (matrix) for Coiaaunity Foruas Conduct Cloverdele Eleaientery Community Forum Gather Cloverdale feedback data for input into matrix Conduct Parkview Community Forua Gather Parkview Community Forum feedback data for iqxjt into matrix Conduct Bale Community Forum X Comp. 100X Start 1/20/94 Finish 1/20/94 Resources Ingram,Bassa OX lOOX 100X 100X 100X 100X 100X 100X 100X 100X 100X 5/2/94 6/30/94 Ingram 9/U/93 2/16/94 9/14/93 9/14/93 Basse,Uagner,Hayo 9/21/93 9/21/93 Uagner,Mayo 10/4/93 10/4/93 Basse 10/6/93 10/7/93 Besse,Wegner,Heyo 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 Page 9 2/28/94 10/11/93 10/12/93 10/26/93 10/27/93 11/10/93 Williams Bassa Williams Bassa Williams Little Rock School District Project Management Tool Id 109 Task Description___________________________________________ Gather Bale Coanunity Forua feedback data for input into matrix X Comp. 100X Start 11/11/93 Finish Resources 11/12/93 Bassa 110 Conduct Forest Heights Conmunity Forum 100X 11/16/93 11/16/93 Uilliams 111 Gather Forest Heights Coanunity Forum feedback data for input into matrix 100X 11/17/93 11/17/93 Bassa 112 Conduct Rockefeller Connunity Forum 100X 11/30/93 11/30/93 Williams 113 Gather Rockefeller Coanunity Forum feedback data for input into matrix 100X 12/1/93 12/1/93 Bassa 114 Conduct Garland Coansmity Fortis 100X 12/6/93 12/6/93 Uilliams 115 Gather Garland Coanunity Forua feedback data for input into matrix 100X 12/6/93 12/6/93 Bassa 116 Finalize and publish Coanunity Forum Matrix 100X 12/6/93 1/6/94 Bassa HZ PiBtrict Pialogues lOOX IQ/ZTZa 118 Develop data collection plan for District Dialogues 100X 10/27/93 10/27/93 Mayo,Bassa,Wagner 119 Set schedule for District Dialogues 100X 10/28/93 10/28/93 Wagner,Bassa,Williams,Mayo 120 Develop District Dialogue sanple agenda 100X 11/9/93 11/9/93 Bassa Page 10 2/28/94Little Rock School District Project Management Tool Id 121 Task Description_____________________________________ Develop data collection tool for District Dialogues (matrix) X Comp. 100X start 11/9/93 Finish 11/9/93 Resources Bassa 122 Conduct Central Office Adninistration District Dialogue 100X 11/23/93 11/23/93 Uilliams 123 Gather Central Office Adninistration feedback data for input into matrix 100X 12/1/93 12/13/93 Basse 124 Conduct Teachers District Dialogue 100X 12/15/93 12/15/93 Uilliams 125 Gather Teachers District Dialogue feedback data for input into matrix 100X 12/16/93 12/16/93 Bassa 126 Conduct Principals District Dialogue 100X 1/6/94 1/6/94 Uilliams 127 Gather Principals District Dialogue feedbacl data for input into matrix 100X 1/7/94 1/7/94 Bassa 12S Conduct Classified Staff District Dialogue 100X 2/3/94 2/3/94 Uilliams 129 Gather Classified Staff District Dialogue feedback data for merge into matrix 100X 2/3/94 2/3/94 Bassa 130 Finalize and publish District Dialogue matrix 10OX 2/4/94 2/16/94 Bassa 121 Goals and Objectives 100X 8/?/93 122 Conduct Cabinet Planning Session ipox 8/2/93 8/20/93 Page 11 2/28/94Little Rock School District Project Hanagement Tool Id 133 Task Description______________________ Identify process for goal development X Comp. 100X Start 8/2/93 Finish 8/17/93 Resources Hatthis,Ingram,Glasgow 134 Determine date and site for work session 100X 8/13/93 8/13/93 Hatthis 135 Identify materials for work session 100X 8/16/93 8/16/93 Hatthis,Ingram.Glasgow 136 Develop materials for work session 100X 8/17/93 8/18/93 Hatthis,Ingram 137 Identify and notify participants for the work session 100X 8/12/93 8/12/93 Hatthis 138 Conduct work session 100X 8/20/93 8/20/93 Cabinet J32 Conflict Soal Setting yorjc SSSSlSQ 100X 8/23/93 9/3/93 140 Identify process for goal setting work session 100X 8/23/93 8/24/93 Hatthis,Ingram,GIasgow 141 Identify participants for the goal setting work session 100X 8/23/93 8/23/93 Hatthis 142 Determine date and site for goal setting work session 100X 8/24/93 8/24/93 Hatthis,Ingram 143 DistrilxJte background materials to the participants 10OX 8/25/93 8/25/93 Hatthis 144 Conduct work session to develop tentative mission statement, develop tentative goals, and a list of issues that may enhance or restrict goal attainment 100X 8/31/93 8/31/93 Cabinet,Board,PTA,CTA,Prin Roundtable,Betty Caldwell Page 12 2/28/94Little Rock School District Project Hanagement Tool Id 145 Task Description_________________________ Prepare materials for Board work session X Comp. 100X Start 9/1/93 Finish 9/3/93 Resources_____ Hatthis,Ingram 146 Conduct Board Uork Session 10OX 8/30/93 9/9/W 147 Establish date and site for work session 100X 8/30/93 8/30/93 Natthis 148 Distribute backgrourxl materials to Board mentiers 100X 9/1/93 9/1/93 Hatthis,Ingran 149 Review of preliminary list of issues for needs assessment by Board 100X 9/9/93 9/9/93 Board,Hatthis,Ingram 150 Review/revise tentative mission statement and goals 100X 9/9/93 9/9/93 Board 151 Review desegregation program inventory 100X 9/9/93 9/9/93 Board 152 Review identified proportional allocations 100X 9/9/93 9/9/93 Board 153 Establish written priorities 100X 9/9/93 9/9/93 Board 154 Identify additional \"fast-track\" program evaluation 100X 9/9/93 9/9/93 Board 155 Identify strategies for funding shortfalls 100X 9/9/93 9/9/93 Board 156 Develop conmunication strategy for mission statement and goals 100X 9/10/93 9/10/93 Ingram,Hatthis Page 13 2/28/94Little Rock School District Project Hanagement Tool Id 157 Task Description_______________________ Distribute mission statement and goals X Comp. 100X Start 9/10/93 Finish 9/10/93 Resources Ingram,Uagner 158 Distribute list of priorities 100X 9/10/93 9/10/93 Board 159 Conduct Board Retreat Work Session J6X 12/2/93 4/30/94 160 Determine date and site for Board Retreat 100X 12/2/93 12/2/93 Uilliams,Board 161 Identify agenda items for Board Retreat 100X 1/12/94 1/12/94 Uilliams,Board 162 Establish agenda for Board Retreat 100X 1/12/94 2/3/94 Uilliams,Board 163 Gather and distribute materials for Board Retreat 100X 1/12/94 2/3/94 Uilliams,Matth{s,Ingram,Hilhollen,Gadberry 164 Conduct data analysis work session for Board Retreat 100X 2/1/94 2/1/94 Uilliams,Cabinet 165 Conduct Board Retreat 100X 2/4/94 2/4/94 Uilliams,Boa rd 166 Report outcoaies of Board Retreat 100X 2/10/94 2/11/94 UilliaRi8,Board 167 Determine the need for an additional Board Retreat OX 2/11/94 4/30/94 Uilliams,Board,Cabinet 168 Program Development 11/15/93 3/10/9* Page 14 2/28/94Little Rock School District Project Management Tool Id 169 170 171 172 173 174 175 176 177 178 179 180 Task Description___________________________________________ Develop philosophy and/or objectives for programs and /or program modifications Schedule and hold meetings for organizing the project Seek copies of source docuaents from experts, other school districts Examine trends of experts in the designated fields Organize a committee to develop educational specifications Establish framework for: curriculum offerings\nservices and support programs\npolicies for instructional delivery\nmaterials/supplies/equipment\nstaffing needs and staff development needs\nbudget Relste/reference recomowndations from curriculum audit needs assesssient results to established mission stateaient, goals, and DSeg Plan Review recoaiaendations from curriculua audit needs assesssient in order to identify additional programs or program modifications Develop Business Case for program and/or program modifications to Superintendent and Board of Directors Develop program and/or program modifications Revieu program and/or program modifications with Cabinet Sutxait Business Case for program and/or program modifications to Superintendent and Board of Directors X Comp. 100X 100X 100X 10OX 100X 100X 100X 100X 75X 75X 50X OX Start 11/15/93 11/19/93 11/19/93 11/19/93 11/19/93 1/7/94 2/4/94 1/7/94 2/8/94 2/18/94 2/25/94 3/10/94 Page 15 2/28/94 Finish 11/19/93 12/15/93 12/15/93 12/15/93 11/26/93 2/18/94 2/7/94 2/7/94 3/7/94 3/4/94 3/8/94 3/10/94 Resources Matthis,Curriculua Supervisors Matthis,Curriculum Supervisors Matthis,Curriculua Supervisors Matthis,Curriculua Supervisors Matthis,Curriculum Supervisors Matthia,Curriculua Supervisors Matthia,Curriculua Supervisors Matthis,Curriculua Supervisors Matthis,Curriculua Supervisors Matthis,Curriculua Supervisors Matthis,Curriculua Supervisors Matthis,Curriculua SupervisorsLittle Rock School District Project Management Tool Id 181 Task Description_________________________________________ Decide to inplement or not to implement programs and/or program modifications X Comp. OX Start 3/10/94 Finish 3/10/94 Resources___________________ Matthis,Curriculum Supervisors Budgeting UX 11/18/93 8/26/W 183 Prepare initial financial forecasts for coming year 100X 12/1/93 2/11/94 Mi Ihollen 184 Issue instructions for budget preparation at all levels 100X 11/30/93 12/3/93 MiIhollen 185 Develop budget preparation training material 100X 11/18/93 11/30/93 Milhollen 186 Conduct budget preparation training sessions 100X 12/6/93 12/17/93 Milhollen 187 Budget managers submit 94-95 budget requests 100X 1/14/94 2/28/94 Milhollen 188 Begin budget developeient 100X 1/18/94 1/18/94 MiIhollen 189 Revise financial forecast for coming year OX 3/1/94 3/15/94 Milhollen 190 Submit proposed budget to Board OX 3/24/94 3/24/94 Mi Ihollen 191 Conduct Board work sessions on budget OX 3/28/94 4/15/94 Milhollen,Board,Matthis 192 Revise budgets, as needed OX 4/18/94 4/30/94 Milhollen Page 16 2/28/94Little Rock School District Project Hanagement Tool Id 193 Task Description________________________________________ Notify certified personnel of possible staff reduction X Comp. OX Start 4/1/94 Finish 4/30/94 Resources HiIhollen,Sadberry 194 Board approval of tentative budget OX 5/2/94 5/26/94 HiIhollen,Hatth is,Board,Ingram 195 Notify classified personnel of possible staff reduction OX 5/3/94 5/31/94 Gadberry,HiIhollen 196 Board adoption of 94-95 budget OX 7/1/94 7/28/94 Board,Hilhollen,Hatthis 197 Submit 94-95 budget to State OX 8/1/94 8/26/94 Board,HiIhollen IS Program Budget Docuaent (1st Quarter\n2nd Quarter\n3rd Quarter:4th Quarter) 521 9/1/W 8/1/94 199 Develop Program Budget Docuaent Report Plan for all quarters for DSeg Programs 100X 9/1/93 9/21/93 Ingram,Bassa 200 1st Quarter Program Budget Docuaent Report 100X 9/17/93 11/12/93 201 Prepare training material for principals, program managers arxi clerical staff 100X 9/17/93 9/21/93 Ingram,Hatthis,Bassa 202 Conduct training session for principals, program managers, and clerical staff\ndistribute diskettes 100X 9/23/93 9/23/93 Ingram 203 Disseminate written program docunent instructions to principals and program managers 100X 9/30/93 9/30/93 Bassa,Ingram 204 Advise program managers and principals on Program Budget Docunent 100X 9/28/93 10/18/93 Bassa,Ingram Page 17 2/28/94Little Rock School District Project Management Tool Id 205 Task Description__________________________________________ Generate diskette management flow information to relative staff in School Operations and PRE office X Comp. 100X Start 10/1/93 Finish 10/5/93 Resources Bassa 206 Plan 1st follow-up training session on the Program Budget Document and UordPerfect 100X 10/5/93 10/8/93 Bassa,Glasgou 207 Conduct 1st follow training sessions on the Program Budget Docunent and UordPerfect 100X 10/5/93 10/8/93 Bassa,Glasgow 208 DSeg Programs Diskettes due back to Planner 1O0X 10/14/93 10/14/93 Ingraai, Bassa 209 PRE performs check-in procedures and data clean-up on diskettes 100X 10/13/93 10/22/93 PRE Clerical Staff,Bassa 210 PRE generates hard copies of diskettes 100X 10/22/93 10/26/93 PRE Clerical Staff 211 PRE develops relative narrative and the Controller provides financial info for the Program Budget Document Report 100X 10/22/93 10/26/93 Bassa, lngraai,Ni Ihol len 212 PRE coabines all relative info for Program Budget Docusent Report (1st Quarter) 100X 10/27/93 10/28/93 PRE Clerical Staff,Bassa,Ingram 213 PRE disseminates draft of report to selected resource people 100X 10/29/93 10/29/93 Ingram 214 Revise draft 100X 11/2/93 11/2/93 Ingram,Bassa 215 Prepare for publication of Program Budget Docusent lOOX 11/2/93 11/2/93 Ingram 216 Submit published Program Budget Document Report to the Court 100X 11/3/93 11/3/93 Uilliams,Ingram Page 18 2/28/94Little Rock School District Project Hanagement Tool Id 217 Task Description__________________________________________ Return DSeg Program diskettes to managers and principals X Comp. 100X Start 11/12/93 Finish 11/12/93 Resources PRE Clerical Staff,Bassa,Ingram 2ifi 2nd Quarter Prograa Budget Docuaent Report 88X n/15/w 3/11/0* 219 Advise program managers and principals on PBO 100X 11/23/93 1/U/94 Ingram,Bassa,Ass't Supts 220 Prepare training material for follow-if) training sessions on the PBD and WordPerfect 100X 11/15/93 11/17/93 Basse,Glasgow 221 Disseminate standardized instructions for completing the PBD to principals and program managers 100X 12/8/93 12/8/93 Bassa 222 Conduct training sessions for principals, program managers, and clerical staff 100X 12/10/93 12/14/93 Glasgow,Bassa 223 Diskettes due back to Planner 100X 1/6/94 1/6/94 Principals,Program Managers 224 PRE performs check-in procedures and data clean-up on diskettes 100X 1/6/94 1/14/94 PRE Clerical Staff,Bassa 225 PRE generates hard copies of diskettes  100X 1/14/94 1/21/94 PRE Clerical Staff 226 PRE develops relative narrative and the controller provides financial info for PBD Report 100X 1/26/94 1/26/94 tngrara,Bassa,PRE Clerical Staff 227 PRE confines all relative info for PBO 2nd Quarter Report 100X 2/1/94 2/1/94 Ingram,Bassa,PRE Clerical Staff 228 PRE disseminates drafts of report to selected resource people 100X 1/31/94 1/31/94 Ingram Page 19 2/28/94 Little Rock School District Project Management Tool Id 229 Task Description Revise draft X Comp. 10 OX Start 2/2/94 Finish 2/2/94 Resources Ingram 230 Prepare for publication of 2nd Quarter Program Budget Document Report lOOX 2/3/94 2/3/W PRE Clerical Staff,Bassa,Ingram 231 Submit published 2nd Quarter Program Budget Docunent Report to Court 100X 2/4/94 2/7/94 Ui 11 lams,Ingram 232 Return diskettes back to the principals and program managers 100X 2/8/94 2/8/94 PRE Clerical Staff,Bassa 233 Develop instructions for including any additional desegregation obligations to be included in 3rd Otr Program Budget Docunent Report SOX 2/14/94 3/11/94 Ingram,Bassa Jrd Quarter Program Budget Docvwcnt Report 25 2Z11ZB 2Z12ZS\u0026amp; 235 Advise program managers and principals on the PBO OX 2/11/94 4/8/94 lngram,Bassa,Ass't Si^jts.Mayo 236 Prepare training material for principals, program managers, and clerical staff for 3rd follow-up training on WordPerfect and the Program Budget Docunent OX 3/11/94 3/15/94 Bassa,PRE Clerical Staff 237 Disseminate reminder instructions for PBOcompletion to principals and program managers OX 3/21/94 3/21/94 Bassa,Ingram 238 Diskettes due back to Planner OX 4/8/94 4/8/94 Principe Is,Program Managers 239 PRE performs check-in procedures and data clean-up on diskettes OX 4/8/94 4/15/94 PRE Clerical Staff,Bassa 240 PRE generates hard copies of diskettes OX 4/15/94 4/20/94 PRE Clerical Staff Page 20 2/28/94Little Rock School District Project Management Tool Id 241 Task Description________________________________________ PREdevelops relative narrative and the controller provides financial info for 3rd Quarter Program Budget Docunent Report X Comp. OX Start 4/15/94 Finish 4/20/94 Resources MiIhollen,Bassa,Ingram 242 PRE combines all relative info for 3rd Quarter for PBO Report OX 4/20/94 4/25/94 Ingram.Bassa.PRE Clerical Staff 243 PRE disseminates draft of report to selected resource people OX 4/26/94 4/26/94 Ingram 244 Revise draft OX 4/27/94 kfZT/Vt Ingram,Bassa,PRE Clerical Staff 245 Prepare for publication of Program Budget Report for the 3rd Quarter OX 4/28/94 4/28/94 Ingram,PRE Clerical Staff 246 Submit puli shed 3rd Quarter Program Budget Docuaent Report to Court OX 5/2/94 5/13/94 Ingram,Uilliams 247 Return diskettes to program managers and principals OX 5/10/94 5/10/94 PRE Clerical Staff,Bassa \u0026gt;48 4th Quarter Progrma Budpet Docuaent Report SS 8/1/94 249 Advise principals arvi program managers on the PBO OX 5/13/94 7/8/94 Ingram,Basss,Ass't Supta,Mayo 250 Diskettes due back to Planner OX 7/11/94 7/11/94 Principals,Program Managers 251 PRE performs check-in procedures and data clean-up on diskettes OX 7/7/94 7/14/94 PRE Clerical Staff,Bassa 252 PRE generates hard copies of diskettes OX 7/14/94 7/20/94 PRE Clerical Staff Page 21 2/28/94Little Rock School District Project Management Tool Id 253 Task Description____________________________________ PRE develops relative narrative and the controller provides financial info for 4th Quarter PBD Report X Comp. OX Start 7/18/94 Finish 7/22/94 Resources______________ Hilhollen,Bassa,Ingram 254 PRE carbines all relative info for 4th Quarter PBO Report OX 7/22/94 7/22/94 PRE Clerical Staff,Bassa,Ingram 25S PRE disseminates draft of report to selected resource people OX 7/27/94 7/27/94 Ingram 256 Revise draft OX 7/28/94 7/28/94 Ingram,Bassa,PRE Clerical Staff 257 Prepare for publication the 4th Quarter Program Budget Docunent Report to Court OX 7/29/94 7/29/94 PRE Clerical Staff,Ingram 258 Submit published 4th Quarter Program Budget Docuaent Report to Court OX 8/1/94 8/1/94 Ingram,Uilliams 259 PRE houses diskettes inti I 93-94 school year begins OX 8/1/94 8/1/94 PRE Clerical Staff,Basse \u0026gt;60 Monitoring and Reporting 52S 7/1/93 8/8/94 261 Develop planning strategy 100X 7/1/93 7/30/93 Ingram,Matthis,HiIhollen 262 Prepare annitoring and reporting instructions for all quarters 100X 9/1/93 9/21/93 Ingram,Matthis 263 Set up financial pull for 1st Quarter PBO Report with July, August, and Sept, data 100X 10/26/93 10/26/93 MiIhollen 264 Distribute 1st Quarter PBO Report to Primary Leaders 100X 11/15/93 11/15/93 Ingram Page 22 2/28/94Little Rock School District Project Management Tool Id 265 Task Description_________________________________________ Provide feedback to principals and program managers on 1st quarter report X Comp. 100X Start 11/22/93 Finish 11/30/93 Resources Primary Leaders 266 Set up financial pull for 2nd Quarter PBD Report 100X 1/26/94 1/26/94 MiIhollen 267 Distribute 2nd Quarter Program Budget Docunent Report to Primary Leaders OX 3/11/94 3/11/94 Ingram 268 Provide feedback to principals and program managers on 2nd Quarter Program Budget Docunent OX 3/15/94 3/18/94 Primary Leaders 269 Set up financial pull for 3rd Quarter Program Budget Docunent Report OX 4/15/94 4/15/94 Milhollen 270 Disseminate 3rd Quarter Program Budget Document Report to Primary Leaders OX 5/12/94 5/12/94 Ingram 271 Provide feedback to principals and program managers on 3rd Quarter PBO Report OX 5/13/94 5/17/94 Primary Leaders 272 Set i\u0026lt;\u0026gt; financial pull for 4th Quarter PBO Report OX 7/18/94 7/18/94 273 Disseminate 4th Quarter PBD Report to the Primary Leaders OX 8/8/94 8/8/94 Ingram 274 Modify process as necessary OX 4/1/94 4/30/94 Ingram 275 Program Evaluation SIX e/20/w 276 Review Desegregation Plan for potential target progrmns 100X 8/20/93 8/20/93 Cabinet Page 23 2/28/94Little Rock School District Project Hanagement Tool Id 277 Task Description__________________________________ Develop program evaluation instrunent and process X Comp. 100X Start 8/20/93 Finish 8/20/93 Resources Cabinet 278 Conduct informtion/orientation events to inform appropriate staff of activities 100X 8/27/93 8/27/93 Hatthis 279 Identify fast-track evaluation targets 100X 8/30/93 8/30/93 Matthis 280 Conduct required training for use of process and evaluation criteria for designated staff 100X 8/30/93 8/30/93 Matthis 281 Confilete fast-track evaluation of targeted programs 100X 8/30/93 1/3/94 Matthis,Curriculum Supervisors 282 Use fast-track evaluation results to determine program add i t i ons/de I e t i ons/mod i f i ca t i ons 100X 2/4/94 2/14/94 Matthis,Curriculua Supervisors 283 Develop additional programs and/or program modifications 75X 2/18/94 3/7/94 Hatthis,Curriculua Supervisors 284 Begin program evaluation for targeted non-deseg program (using established process/criteria) 100X 2/28/94 3/7/94 Hatthis,Curriculua St^iervisors 285 Revieu evaluation results for non-deseg program OX 3/8/94 3/9/94 Hatthis,Curriculua Supervisors 286 Consolidate/merge results of non-deseg program results into budget development OX 3/24/94 4/25/94 Cabinet 187 Broad-Based Feedback 451 e/?/93 3/31/94 288 Define input requirements at Board work session 100X 9/9/93 9/9/93 Board,Uilliams Page 24 2/28/94Little Rock School District Project Hanagement Tool Id 289 Task Description____________________________________ Develop inservice plan on the Program Planning and Budgeting Process X Comp. 100X Start 9/1/93 Finish 9/1/93 Resources_____________________ Hatthis,Ingram.HiIhollen,Hayo 290 Begin input process 100X 8/2/93 8/2/93 Natthis, Ingrm.Mi Ihol len 291 Cofiplete input process 95X 3/7/94 3/7/94 tngraai.Bassa 292 Plan for internal and external feedback 100X 2/8/94 2/28/94 Ui 11 i aiss, Hat th i s, I ngram 293 Provide internal and external feedback OX 3/1/94 3/31/94 Ui I Hams, Ingram 22i Program Coordination e/31/w 295 Oevelop project management tool 90X 10/25/93 6/30/94 Bassa,Choate 296 Set up regular project management reporting process 100X 12/31/93 1/7/94 Ui I Hams, Hatthis, I ngram, Bassa, Cabinet 2SZ Submit monthly project managesent report to Court SS 8/31/93 6/30/94 298 Siixnit August monthly management report to Court 100X 8/31/93 8/31/93 Ui I Hams, Ingram 299 Submit September monthly management report to Court 100X 9/30/93 9/30/93 Uilliams,Ingram 300 Submit October monthly management report to Court 100X 10/29/93 10/29/93 Uilliams,Ingram Page 25 2/28/94Little Rock School District Project Hanagement Tool Id 301 Task Description___________________________________ Submit November monthly management report to Court X Comp, 100X Start 11/30/93 Finish 11/30/93 Resources______ Uilliams,I ngram 302 Submit December monthly management report to Court 100X 12/31/93 12/31/93 Ui 11 jams,Ingram 303 Siixnit January monthly management report to Court 100X 1/28/94 1/28/94 Uilliams,Ingram 304 Submit February monthly management report to Court 100X 2/28/94 2/28/94 Uilliams,Ingram 30S Submit Harch monthly management report to Court OX 3/31/94 3/31/94 Uilliams,Ingram 306 Submit April monthly management report to Court OX itiiaiVt 4/29/94 Uilliams,I ngram 307 Submit May monthly management report to Court OX 5/31/94 5/31/94 Uilliams,Ingram 308 Submit June monthly management report to Court OX 6/30/94 6/30/94 Uilliams,Ingram Page 26 2/28/94Id 1 Task Description Developnent of  Planning Organization and Structure Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Qtr 2, 1994 Jul I Aug I Sep Oct I Mov | Qtr 3, 1994 Jan I Feb I Mar Qtr 4, 1994 Apr I Hay | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Otr 3, 1995 Jan I Feb | Mar 2 Designate District Planner 3 Hire Planning Specialist 4 Train Planning Specialist 5 Reassess planning organization and structure 6 Restructure and modify, if necessary 1 Meeds Assessment 8 Define purpose, process, and format 9 Conmunicate to the District and comnunity the purpose, process, and format to be used in the program planning and budgeting process 10 Develop and define the mission statement and goals for the District i i i Project: Date: 2/28/94 Critical Progress H Milestone  Summary  Rolled Up 'O Page 1 Date 2/28/94Id 11 Task Description Develop preliminary list of issues for needs assessment 12 Identify data to measure needs of district 13 Study data to measure needs Arkansas Minium Performance (AMPT) Test data management 15 Develop data collection plan for AMPT resulta 16 Assign responsibilities for AMPT data collection 17 Collect data froai AMPT resulta 18 Analyze data froai AHPTresults 19 Report data findings from AMPT for merge into needs assessment 22 Stanford S Test data management Project\nDate: 2/28/94 Critical Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec I I Progress H Milestone Qtr 3, 1994 Jan I Feb | Mar Page 2 Date 2/28/94 Qtr 4, 1994 Apr I May I Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Mov I Dec Qtr 3. 1995 Jan I Feb | Mar Sumnary  Rolled Up \u0026lt;\u0026gt;Id 21 Task Description Develop data collection plan for Stanford 8 results 22 Assign responsibilities for Stanford 8 data collection 23 Collect data from Stanford 8 results 24 Analyze data froa Stanford 8 results 25 26 27 28 29 Report data findings from Stanford 8 for aierge into needs assessment Pesenrenatlon Horn'torino Reports Audit Assign responsibility for data collection Develop data collection plan Collect data Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Hov I Dec I I I I I Qtr 3, 1994 Jan I Feb Har * Qtr 4, 1994 Apr I May | Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Hov I Dec Otr 3, 1995 Jan I Feb | Har 30 Request to Program Managers to compare with 1st Quarter's Program Budget Document Project: Date: 2/28/94 Critical Progress i Hilestone Sunnary \" Rolled Up 0 Page 3 Date 2/28/94Id 31 Task Description Report findings to PRE for merge with Program Budget Document, where appropriate Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep Otr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan I Feb I Mar Otr 4. 1994 Apr I May | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2. 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Mar 32 Desegregation plans Audit 33 Assign respor\u0026lt;sibility for data collection 34 I Develop data collection plan I 35 Collect data 36 Request to Program Managers to compare with 1st Quarter's Program Budget Docunents 37 Report findings to Planning, Research and Evaluation for merge with Program Budget Docunent, where appropriate iourt Orders Audit 39 Assign responsibility for data collection 40 Develop data collection plan Project: Date: 2/28/94 Critical Noncritical Progress ! Milestone Sunnary  Rolled Up 0 Page 4 Date 2/28/94 I IId 41 Task Description Collect data Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep Otr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan I Frt I Har Otr 4, 1994 Apr I Hay | Jun Qtr 1, 1995 Qtr 2, 1995 Jut I Aug I Sep Oct I Nov | Dec Otr 3, 1995 Jan I Feb | Har 42 Request to Program Hanagers to compare with 1st Quarter's Program Budget Document 43 Report findings to Planning, Research and Evaluation for merge with Program Budget Docunent, where appropriate 44 CurricuLue Audit 45 Develop plans for data collection for Curriculum Audit 46 Assign responsibilities for collection--Curriculua Audit 47 Collect data for Curriculua Audit H 48 Establish procedures for review and assessment of Curriculum Audit data I 49 Organize and label Curriculum audit data--findings of Honitoring and Status Reports, Curriculua Objectives, achievement 50 Relate/assess the data results back to the Curriculun Audit findings  Project: Date: 2/28/94 Critical Noncritical Progress Hilestone Sunnary \" Rolled Up Page 5 Date 2/28/94Id 51 Task Description Analyze the effectiveness of revised curriculun, polices, etc. 52 Identify factors that facilitated attainment of curriculum goals 53 Identify obstacles that prevented curriculim goal attainment 54 Make recomnendatioins for program additions/deIetions/modifications 55 Report data findings from Curriculua Audit for merge into needs assessment School Cliate/Huao Reltlon Survey 57 Develop data collection plan for SC/HR 58 Assign responsibilities for SC/HR data collection 59 Collect data frooi SC/HR survey 60 Analyze data from SC/HR survey Project: Date: 2/28/94 Critical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep I I Qtr 2, 1994 Oct I Hoy I Dec I I Qtr 3, 1994 Jan I Feb | Mar H Qtr 4, 1994 Apr I Hay | Jun Otr 1, 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Mov I Dec Qtr 3, 1995 Jan I Feb | Mar Progress  Milestone  Stnmary \" Rolled Up 0 Page 6 Date 2/28/94Id 61 Task Description Report of data findings from SC/HR survey for merge into needs assessment Facilities Study 63 Develop data collection plan for Facilities Study 64 Assign responsibilities for Facilities Study 65 Collect data for Facilities Study 66 Prepare report for Facilities Study 67 Report data findings from Facilities Study for merge into needs assessment Proportional Al location Fonaulas 69 Develop data collection plan for Proportional Allocation Formulas 70 Assign responsibilities for Proportional Allocation Formulas Project: Date: 2/28/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep H Qtr 2. 1994 Oct I Nov I Dec Qtr 3, 1994 Jan I Feb | Mar Qtr 4. 1994 Apr I May | Jun Otr 1, 1995 Juli Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I F^ I Mar Progress M Milestone  Summary  Rolled Up O Page 7 Date 2/28/94Id 71 Task Description Collect data for Proportional Allocation Formulas 72 Analyze data from Proportional Allocation Formulas 73 Prepare Proportional Allocation Fonaulas Report 74 Report data findings from Propotional Allocations Formulas study for merge into needs assessment 75 Collect and merge issues from work session (Aug. 31,1993) into needs assessment information 76 Conduct work session for data analyses of all studies, surveys, foruas, dialogues, etc. 77 Coaplete needs assessment listing 78 Publish Draft of Needs Assessment Report 79 Finalize and Publish Needs Assessment Report 80 Begin 95-96 needs assessment cycle Project: Date: 2/28/94 Critical Little Rock School District Program Planning and Budgeting Project Hanagement Report Otr 1, 1994 Jul I Aug I Sep Qtr 2. 1994 Oct I Nov I Dec Progress Hilestone  Qtr 3, 1994 Jan I Feb Page 8 Date 2/28/94 Mar Otr 4, 1994 Apr I Hay I Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct [ Nov I Dec Summary r Rolled Up 0 Qtr 3, 1995 Jan I Feb | HarId 81 Task Description Program Inventory 82 Identify DSeg program Little Rock School District Program Planning and Budgeting Project Hanagement Report Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan I Feb I Mar Qtr 4, 1994 Apr I May | Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar 83 Identify primary and secondary leaders for DSeg programs 84 Revise DSeg Program listings iHil 85 Receive approval of DSeg Program listing 86 Distribute DSeg Program listings to selected resource persons 87 Conduct inservice for DSeg Program managers and principals I 88 Develop Program Budget Docunent for DSeg Programs 89 Establish a list of Hon-DSeg Programs 90 Identify primary and secondary leaders for Non-DSeg Programs H ! Project: Date: 2/28/94 Critical Progress  Milestone  Sumnary T Page 9 Date 2/28/94 Rolled Up 0Id 91 Task Description_____________________ Revise Non-DSeg Program listings 92 Receive approval of Non-DSeg Program listing 93 DistrilxJte Non-DSeg Program listing to selected resource persons 94 Conduct inservice for Non-DSeg program managers 95 Develop Program Budget Docunents for Non-DSeg Programs 96 Merge DSeg and Non-DSeg Programs into a composite listing 97 Generate a Program Inventory Report 98 Conduct 95-96 Program inventory 99 Coamsni tv Foruas Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Qtr 2, 1994 Jul I Aug I Sep | Oct | Nov I Dec Qtr 3, 1994 Jan I Feb Mar Qtr 4, 1994 Apr I May | Jun Qtr 1, 1^ Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I F^ I Mar 100 Develop data collection plan for Community Foruns Project: Date: 2/28/94 Critical Progress Milestone  Sumary Rolled Up Page 10 Date 2/28/94 Id 101 Task Description Set locations and schedule for Conmunity Forms 102 Develop Coonunity Form sample agenda 103 Develop data collection tool (matrix) for Community Forms 104 Conduct Cloverdale Elementary Community Form 105 Gather Cloverdale feedback data for input into matrix 106 Conduct Parkview Community Form 107 Gather Parkview Community Form feedback data for input into matrix 108 Conduct Bale Community Form 109 Gather Bale Community Form feedback data for input into matrix 110 Conduct Forest Heights Community Form Project: Date: 2/28/94 Critical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul [ Aug I Sep I Qtr 2, 1994 Oct I Nov I Dec I I I I Progress M Milestone  Qtr 3, 1994 Jan I Feb j Mar Qtr 4, 1994 Apr [ May | Jun Qtr 1. 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar Sunnary Rolled Up 0 Page 11 Date 2/28/94Id 111 Task Description Gather Forest Heights Conmunity Forun feedback data for input into matrix 112 Conduct Rockefeller Conmunity Forun 113 Gather Rockefeller Coanunity Forun feedback data for input into matrix 114 Conduct Garland Coanunity Forun 115 Gather Garland Community Forun feedback data for input into matrix 116 Finalize and publish Coanunity Forua Matrix 117 Pistrict Pialogues IIS Develop data collection plan for District Dialogues 119 Set schedule for Pistrict Dialogues 120 Develop District Dialogue sample agenda Project: Date: 2/28/94 Critical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec Progress H Hilestone  Otr 3, 1994 Jan I FebMar Page 12 Date 2/2B/94 Qtr 4, 1994 Apr I May | Jun Otr 1, 1W Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar Sunnary  Rolled UpId 121 Task Description Develop data collection tool for District Dialogues (matrix) 122 Conduct Central Office Adainistration District Dialogue 123 Gather Central Office Adninistration feedback data for input into matrix 124 Conduct Teachers District Dialogue 12S Gather Teachers District Dialogue feedback data for input into matrix 126 Conduct Principals District Dialogue 127 Gather Principals District Dialogue feedbacl data for input into siatrix 128 Conduct Classified Staff District Dialogue 129 Gather Classified Staff District Dialogue feedback data for merge into matrix 130 Finalize and piiilish District Dialogue matrix Project: Date: 2/28/94 Critical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug 1 Sep Otr 2. 1994 Oct 1 Mov I Dec H Progress Milestone otr 3, 1994 Jan I Feb  Har Otr 4. 1994 Apr I May I Jun Otr 1, 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb | Her Siamary r Rolled Up 0 Page 13 Date 2/28/94Id 131 Task Description Goals and Objectives 132 Conduct Cabinet Piannina Session 133 Identify process for goal development 134 Determine date and site for work session 135 Identify materials for work session 136 Develop materials for work session 137 Identify and notify participants for the work session 138 Conduct work session Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep I Qtr 2, 1994 Oct I Nov I Dec Qtr 3, 1994 Jan I Feb Mar Qtr 4, 1994 Apr I May I Jun Qtr 1, 1W5 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3. 1995 Jan I Feb I Mar 13\u0026lt; Conduct Coal Setting Work Session 140 Identify process for goal setting work session I i I Project: Date: 2/28/94 Critical Noncritical Progress  Milestone  Suimary  Rolled Up Page 14 Date 2/28/94Id 141 Task Description Identify participants for the goal setting uork session 142 Determine date and site for goal setting uork session 14J Distribute background materials to the participants 144 145 Conduct uork session to develop tentative mission statement, develop tentative goals, snd a list of issues that may enhance or restrict goal attainment__________________________________ Prepare materials for Board work session 146 Conduct Board Work Sestion 147 Establish date and site for uork session 148 Distribute background materials to Board members 149 Review of preliminary list of issues for needs assessment by Board ISO Revieu/revise tentative mission statement and goals Project: Date: 2/28/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report otr 1, 1994 Qtr 2, 1994 Jut I Aug I Sep Oct | Hov | Dec I I I Progress H Hi lestone  Qtr 3, 1994 Jan I Feb Har Qtr 4, 1994 Apr I Hay | Jun Otr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Otr 3, 1995 Jan I Feb I Har Page IS Date 2/28/94 Summary Rolled Up 0Id 151 Task Description_______________________________ Review desegregation program inventory 152 Review identified proportional allocations 153 Establish written priorities 154 Identify additional \"fast-track\" program evaluation 155 Identify strategies for funding shortfalls 156 Develop conmunication strategy for mission statement and goals 157 Distribute nission statement and goals 158 Distribute list of priorities 59 Conduct Board Retreat Work Session 160 Determine date and site for Board Retreat Project: Date: 2/28/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep I Qtr 2, 1994 Oct I Nov I Dec Otr 3, 1994 Jan I Feb I Mar Qtr 4, 1994 Apr I May I Jun atr 2, 1995 Qtr 1, 1995 Jul I Aug I Sep I Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar Progress * Milestone  Sunmary  Rolled Up 0 Page 16 Date 2/28/94Id 161 Task Description Identify agenda items for Board Retreat 162 Establish agenda for Board Retreat 163 Gather and distribute materials for Board Retreat 164 Conduct data analysis work session for Board Retreat 165 Conduct Board Retreat Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Mov I Dec Qtr 3, 1994 Jan I Feb I Mar I Qtr 4, 1994 Apr I May | Jun Otr 1. 1995 Jul I Aug [ Sep Otr 2, 1995 Oct I Nov I D^ Otr 3, 1995 Jan I Feb | Mar 166 Report outcomes of Board Retreat 167 I Determine the need for an additional Board Retreat 168 Program Develooaent 169 Develop philosophy and/or objectives for programs and /or program modifications 170 I Schedule and hold meetings for organizing the project Project: Date: 2/28/94 Critical Noncritical Progress M Milestone  Simmary V Rolled Up Page 17 Date 2/28/94Id 171 Task Description Seek copies of source documents from experts, other school districts 172 Examine trends of experts in the designated fields 173 Organize a committee to develop educational specifications 174 175 Establish framework for: curriculum offerings\nservices and support programs\npolicies for instructional delivery\nroaterials/supplies/equipment\nstaffing needs and Relate/reference recommendations from curriculun audit needs assessment results to established mission statement, goals, and DSeg Plan 176 Review recommendations from curriculun audit needs assessment in order to identify additional programs or program modifications 177 Develop Business Case for program and/or program modifications to Superintendent and Board of Directors 178 Develop program and/or program modifications 179 Review program and/or program modifications with Cabinet 180 Submit Business Case for program and/or program modifications to Superintendent and Board of Directors Project: Date: 2/28/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Jul I Aug I Sep Otr 2, 1994 Oct I Nov I I Progress H Milestone  otr 3, 1994 Jan I Feb I Mar Page 18 Date 2/28/94 Otr 4, 1994 Apr I May | Jun Otr 1, 1995 Jul I Aug I Sep Otr 2, 1995 Oct I Mov I Dec Otr 3, 1995 Jan I Feb | Mar Sunnary  Rolled UpId 181 Task Description Decide to implement or not to implement programs and/or program modifications 182 Budgeting 183 Prepare initial financial forecasts for coming year 184 Issue instructions for budget preparation at all levels 185 Develop budget preparation training material 186 Contkict budget preparation training sessions 187 Budget managers submit 94-95 budget requests 188 Begin budget development Little Rock School District Program Planning and Budgeting Project Management Report Otr 1, 1994 Qtr 2. 1994 Jul I Aug I Sep I Oct I Nov | Dec I I i I I Qtr 3, 1994 Jan I Feb Mar Otr 4, 1994 Apr I May | Jm Otr 1, 1995 Jul I Aug rSep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar 189 Revise financial forecast for coming year 190  Submit proposed budget to Board Project: Date: 2/28/94 Critical Noncritical Progress  Milestone Sunnary \" Rolled Up Page 19 Date 2/28/94Id 191 Task Description Conduct Board work sessions on budget 192 Revise budgets, as needed 193 Notify certified personnel of possible staff reduction 194 Board approval of tentative budget 195 Notify classified personnel of possible staff reduction 196 Board adoption of 94-95 budget 197 Submit 94-95 budget to State 198 Program Budget Docunent (let Quarter.-2nd Quarter:3rd Quarter\n4th Quarter) 199 Develop Program Budget Document Report Plan for all quarters for DSeg Programs 200 Ist Quarter Program Budget Docunent Report Project: Date: 2/28/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep i i Qtr 2, 1994 Oct I Mov I Dec otr 3, 1994 Jan Qtr 4, 1994 I Feb [ War Apr | May | Jun  Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Har '/7/A Progress H Hilestone Sunnary \" Rolled Up Page 20 Date 2/28/94Id 201 Task Description Prepare training material for principals, program managers and clerical staff 202 Conduct training session for principals, program managers, and clerical staff\ndistribute diskettes 203 Disseminate written program docunent instructions to principals and program managers 204 Advise program managers and principals on Program Budget Docunent 205 Generate diskette management flow information to relative staff in School Operations and PRE office 206 Plan 1st follow-up training session on the Program Budget Docunent and UordPerfect 207 Conduct 1st follow training sessions on the Program Budget Docunent and UordPerfect 208 OSes Programs Diskettes due back to Plannep 209 PRE performs check-in procedures and data clean-up on diskettes 210 PRE generates hard copies of diskettes Project: Date: 2/28/94 Critical Noncritical Little Rock School District Program Planning and Budgeting Project Hanagement Report Qtr 1, 1994 Jul I Aug I Sep I Qtr 2, 1994 Oct I Mov I I I  I Progress Hi Hilestone  Qtr 3, 1994 Jan I Feb Har Qtr 4, 1994 Apr I Hay I Jun Qtr 2, 1995 Sunnary T Page 21 Date 2/28/94 Rolled Up Otr 1. 1995 Jul I Aug I Sep Oct I Mov | Dec i i I i i Otr 3, 1995 Jan I Feb | HarId 211 Task Description PRE develops relative narrative and the Controller provides financial info for the Program Budget Docunent Report Little Rock School District Program Planning and Budgeting Project Management Report Qtr 1, 1994 Jul I Aug I Sep Qtr 2, 1994 Oct I Nov I Dec I Qtr 3, 1994 Jan I Feb | Mar Qtr 4. 1994 Apr I May | Jun Qtr 1, 1995 Jul I Aug I Sep Qtr 2, 1995 Oct I Nov I Dec Qtr 3, 1995 Jan I Feb | Mar 212 PRE combines all relative info for Program Budget Docunent Report (1st Quarter) 213 I PRE disseminates draft of report to selected resource people 214 Revise draft 215 Prepare for publication of Prograai Budget Docunent 216 Submit published Prograai Budget Docuaent Report to the Court 217 Return DSeg Program diskettes to managers and principals 18 2nd Quarter Proaraa Budget Docuaent Report 219 Advise prograai managers and principals on PBO 220 Prepare training material for follow-up training sessions on the PBD and WordPerfect I i Project: Date: 2/28/94 Critical Progress M Milestone  Suimary Page 2\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":"mus_sovcom_6-57-0","title":"Project Star - Systematic Training and Redevelopment","collection_id":"mus_sovcom","collection_title":"Sovereignty Commission Online","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Mississippi State Sovereignty Commission"],"dc_date":["1994/2006"],"dcterms_description":["Records collected by the Mississippi Sovereignty Commission on","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":null,"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["from Project Star - Systematic Training and Redevelopment, Sovereignty Commission records, Mississippi Department of Archives and History"],"dc_relation":["Forms part of Series 2515 : Mississippi State Sovereignty Commission Records Online, 1994-2006"],"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights movements--Mississippi","Civil rights workers--Mississippi","African American civil rights workers--Mississippi","Social reformers--Mississippi","Mississippi--Race relations--History--20th century"],"dcterms_title":["Project Star - Systematic Training and Redevelopment"],"dcterms_type":["Text"],"dcterms_provenance":["Mississippi. Department of Archives and History"],"edm_is_shown_by":null,"edm_is_shown_at":["http://www.mdah.ms.gov/arrec/digital_archives/sovcom/imagelisting.php?foldercheckbox%5B%5D=612%7C6%7C57%7C%7C0"],"dcterms_temporal":null,"dcterms_rights_holder":["The Mississippi State Sovereignty Commission Records are state government records made available to the public pursuant to American Civil Liberties Union v. Fordice, 969 F.Supp. 403 (S.D.Miss.1994). The web-enabled version of the Mississippi State Sovereignty Commission Records is intended for public use in research, teaching, and private study in accordance with the provisions of the Fair Use clause of the United States Copyright Law (Title 17, U.S.C.). MDAH makes no warranty or assurances that materials contained in this collection are free from U.S. copyright claims or other restrictions on free use and display. It is the user's obligation to determine and satisfy copyright or other use restrictions when publishing or distributing materials found in this collection. MDAH requests that prior to publication of Sov. Com. images the user submit an MDAH Broadcast/Publication Permission form for approval by the Department. This form must be accompanied by documentation which proves that copyright requirements have been satisfied. Contact MDAH Reference Staff for details on how to obtain and complete the B/PP form: (601) 576 6876 or refdesk@mdah.state.ms.us. There are no MDAH Use Fees associated with use of Sov. Com. images. MDAH asks that each image used in a presentation, display, or publication be accompanied by a credit line, which at a minimum includes the name of this collection, the unique resource identifier for each image, the name of this institution, and URL. ; Cite images according to the following structure: Original Creator, \"Title\", Original creation date (if known), Unique Resource Identifier, Series Number and Title, Archival Repository, date of last web page revision, image location/URL, (image viewed on date)."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":["Text"],"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"mus_sovcom_12-3-0","title":"PTA, Columbia, Miss.","collection_id":"mus_sovcom","collection_title":"Sovereignty Commission Online","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Mississippi State Sovereignty Commission"],"dc_date":["1994/2006"],"dcterms_description":["Records collected by the Mississippi Sovereignty Commission on","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":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["from PTA, Columbia, Miss., Sovereignty Commission records, Mississippi Department of Archives and History"],"dc_relation":["Forms part of Series 2515 : Mississippi State Sovereignty Commission Records Online, 1994-2006"],"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights movements--Mississippi","Civil rights workers--Mississippi","African American civil rights workers--Mississippi","Social reformers--Mississippi","Mississippi--Race relations--History--20th century"],"dcterms_title":["PTA, Columbia, Miss."],"dcterms_type":["Text"],"dcterms_provenance":["Mississippi. 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It is the user's obligation to determine and satisfy copyright or other use restrictions when publishing or distributing materials found in this collection. MDAH requests that prior to publication of Sov. Com. images the user submit an MDAH Broadcast/Publication Permission form for approval by the Department. This form must be accompanied by documentation which proves that copyright requirements have been satisfied. Contact MDAH Reference Staff for details on how to obtain and complete the B/PP form: (601) 576 6876 or refdesk@mdah.state.ms.us. There are no MDAH Use Fees associated with use of Sov. Com. images. MDAH asks that each image used in a presentation, display, or publication be accompanied by a credit line, which at a minimum includes the name of this collection, the unique resource identifier for each image, the name of this institution, and URL. ; Cite images according to the following structure: Original Creator, \"Title\", Original creation date (if known), Unique Resource Identifier, Series Number and Title, Archival Repository, date of last web page revision, image location/URL, (image viewed on date)."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"mus_sovcom_99-123-0","title":"Public Employees Retirement Board","collection_id":"mus_sovcom","collection_title":"Sovereignty Commission Online","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Mississippi State Sovereignty Commission"],"dc_date":["1994/2006"],"dcterms_description":["Records collected by the Mississippi Sovereignty Commission on","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":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["from Public Employees Retirement Board, Sovereignty Commission records, Mississippi Department of Archives and History"],"dc_relation":["Forms part of Series 2515 : Mississippi State Sovereignty Commission Records Online, 1994-2006"],"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights movements--Mississippi","Civil rights workers--Mississippi","African American civil rights workers--Mississippi","Social reformers--Mississippi","Mississippi--Race relations--History--20th century"],"dcterms_title":["Public Employees Retirement Board"],"dcterms_type":["Text"],"dcterms_provenance":["Mississippi. 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It is the user's obligation to determine and satisfy copyright or other use restrictions when publishing or distributing materials found in this collection. MDAH requests that prior to publication of Sov. Com. images the user submit an MDAH Broadcast/Publication Permission form for approval by the Department. This form must be accompanied by documentation which proves that copyright requirements have been satisfied. Contact MDAH Reference Staff for details on how to obtain and complete the B/PP form: (601) 576 6876 or refdesk@mdah.state.ms.us. There are no MDAH Use Fees associated with use of Sov. Com. images. MDAH asks that each image used in a presentation, display, or publication be accompanied by a credit line, which at a minimum includes the name of this collection, the unique resource identifier for each image, the name of this institution, and URL. ; Cite images according to the following structure: Original Creator, \"Title\", Original creation date (if known), Unique Resource Identifier, Series Number and Title, Archival Repository, date of last web page revision, image location/URL, (image viewed on date)."],"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":null,"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"mus_sovcom_10-11-0","title":"Publicity -- Adams County","collection_id":"mus_sovcom","collection_title":"Sovereignty Commission Online","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5"],"dcterms_creator":["Mississippi State Sovereignty Commission"],"dc_date":["1994/2006"],"dcterms_description":["Records collected by the Mississippi Sovereignty Commission on","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":["image/jpeg"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":["from Publicity -- Adams County, Sovereignty Commission records, Mississippi Department of Archives and History"],"dc_relation":["Forms part of Series 2515 : Mississippi State Sovereignty Commission Records Online, 1994-2006"],"dc_right":["http://rightsstatements.org/vocab/UND/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil rights movements--Mississippi","Civil rights workers--Mississippi","African American civil rights workers--Mississippi","Social reformers--Mississippi","Mississippi--Race relations--History--20th century"],"dcterms_title":["Publicity -- Adams County"],"dcterms_type":["Text"],"dcterms_provenance":["Mississippi. 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