{"response":{"docs":[{"id":"bcas_bcmss0837_576","title":"Program evaluation","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, 34.76993, -92.3118","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1994/2003-12"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Evaluation","School improvement programs","Educational statistics"],"dcterms_title":["Program evaluation"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/576"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":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\nCorrespondence, evaluations. Program evaluations determined the effectiveness of programs to improve the academic achievement of African American students.\nC0RR18 Date: August 19, 1993 To: Estelle Matthis Sterling Ingram From: Bill Mooney Subj: Fast-Track Evaluations In reviewing the Program Planning and Budget Process, activities related to the fast- track evaluations are to begin this month with completion in early January. The results will be input into the budget decision-making process. Items should be identified as candidates for fast-track evaluations if they have high impact on the goals and direction of the district and involve a significant amount of money. In reviewing the Desegregation Plan and my notes from this past budget development effort, I have identified some candidates for your consideration. I am sure many of these targets are already on your list. - Incentive school operations\ntwo reports, things not working well. - Possible school closings. - Criteria for closing incentive schools. - All employment contracts. - Student assignment process. - Construction of Stephens. - Outsourcing support services. - Substitutes. - Special education. - Vocational education. - Incentive school scholarship program. - Academic progress incentive grants. - Library media services resurvey requirement. - Early retirement incentive program. Many of the above items could yield significant savings, and several could result in cost avoidance and be removed from the plan requirements. The curriculum audit would be another good source of ideas for improvement and possible savings. As we begin the fast-track evaluation process, I believe it important to set out some written guidelines and directions to helpf^h^ program people in developing their material.We should develop a standard program evaluation format, and require well-written business cases on every major decision option within each evaluation project. This would help ensure the consistency of our work, and would provide us with the business cases we will need for the coming budgeting process. If I can be of any assistance, just give me a call. Thanks.13 SO* 9J LITTLE ROCK SCHOOL DISTRICT SIO WEST MARKHAM STREET LITTLE ROCK, ARKANSAS September 7, 1993 MEMORANDUM TO: Program Managers, Directors, and Supervisors FROM\nEstelle MatthnhrrSsw,, IInnterim Superintendent SUBJECT: Procedures to be Used for Fast Track Evaluation of Desegregation Plan The districts Program Planning and Budgeting document identified a number of activities that are to be implemented during the 1993-94 school year. An activity for August 1993 is for the Superintendent and the Cabinet to begin to identify programs for \"fast track\" evaluation. A fast track evaluation will not have as many dimensions or details as a regular evaluation, since the evaluative process is conducted in a reduced time frame. Evaluation of the districts program will provide the information that is needed for us to determine if programs are effective and that such implementation will assist us in meeting our commitment to our Court-approved Desegregation Plan. The following guidelines are to be used to conduct fast track evaluations of targeted programs. 1. Prepare a comprehensive program description for each area or component that is targeted for evaluation. 2. Identify program goals for each area or component of the program that is being evaluated. 3. Identify the evaluation criteria that is to be used to fast track evaluate each goal. Include all evaluative measures and instruments that will be used in this process. 4. Identify any obstacles or problems that were encountered that hindered or impacted the obtainment of program goals. 5. Given the results of your fast track evaluation, recommendations for program additions, deletions, and/or changes are deemed appropriate. This data can be extremely helpful as you develop a strong business case for making a major decision(s) regarding continued implementation of various programs in the Desegregation Plan. The format for a business 2 case is enclosed for your review as well as copies of the standard format that is to be used to fast track evaluate targeted programs. The following programs have been targeted for fast track evaluation: Targeted Program Person(s) Responsible 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. All Employment Contracts Student Assignment Audit Construction of Stephens Special Education Vocational Education Academic Progress Incentive Grant Academic Support Program Library Media Services Resurvey Requirement Lucy Lyon Early Retirement Incentive Program Substitute Teachers Recruitment Brady Gadberry Estelle Matthis Doug Eaton/John Riggs Patty Kohler Carol Green Margaret Gremillion/Larry Robertson Leon Adams/Alice Stovall/Gene Parker Mark Milhollen/Brady Gadberry Brady Gadberry/Human Resources Director Jeanette Wagner/Becky Rather We need each program manager to submit your preliminary evaluation report to my office by November 15, 1993. The final report is due by December 15, 1993. All evaluation reports will be submitted to the Board of Directors during January, 1994. /Iks t i iFORMAT FOR PROGRAM EVALUATION PROGRAM DESCRIPTION GOALS / EVALUATION CRITERIA / EVALUATION RESULTS OBSTACLES TO GOAL ATTAINMENT RECOMMENDATION I Objective - (Evaluation Criteria, Expected Benefits) Impact Analysis Resources Analysis Force Field Analysis General Implementation Plan RECOMMENDATION II RECOMMENDATION III Recommendation(s) will be made if changes to the program are needed. Each recommendation should be supported by the information included in the business case. I IC0RR18 Date: August 19, 1993 To: Estelle Matthis Sterling Ingram From: Bill Mooney Subj: Fast-Track Evaluations In reviewing the Program Planning and Budget Process, activities related to the fast-track evaluations are to begin this month with completion in early January. The results will be input into the budget decision-making process. Items should be identified as candidates for fast-track evaluations if they have high impact on the goals and direction of the district and involve a significant amount of money. In reviewing the Desegregation Plan and my notes from this past budget development effort, I have identified some candidates for your consideration. I am sure many of these targets are already on your list. - Incentive school operations\ntwo reports, things not working well. - Possible school closings. - Criteria for closing incentive schools. Q All employment contracts. ^Student assignment process. ^Construction of Stephens. - Outsourcing support services. Q Substitutes. ^Special education. ^Vocational education. - Incentive school scholarship program. f Academic progress incentive grants. Library media services resurvey requirement. Early retirement incentive program. I Many of the above items could yield significant savings, and several could result in cost avoidance and be removed from the plan requirements. The curriculum audit would be another good source of ideas for improvement and possible savings. As we begin the fast-track evaluation process, I believe it important to set out some written guidelines and directions to help The program people in developing their material. We should develop a standard program evaluation format, and require well-written business cases on every major decision option within each evaluation project. This would help ensure the consistency of our work, and would provide us with the business cases we will need for the coming budgeting process.DESEGREGATION PROGRAMS Program Name: School Operations Primary Leader: Estelle Matthis Secondary Leader(s): (Margaret Gremillion) Program Evaluation Format Fall 1994 Your program evaluation should include the elements listed below. Please be succinct. The length of your program evaluation document will be dependent to some degree based on the extensiveness of the program. In general, however, each program evaluation should not exceed two pages. Program Description: Please describe your program. This description comes from the program description in the Program Budget Document (PBD). Evaluation Criteria: The program goal(s) taken from the PBD should be used as the evaluation criteria. In other words, the program goal(s) should be used to evaluate the effectiveness of your program. Summary: Provide a summary of the overall effectiveness of implementation of your section of the desegregation plan as per the goals. A similar summary of overall effectiveness should be provided as per the goals for the nondesegregation programs. Goal Attainment: Please identify and describe the factors that facilitated goal attainment. Evidence: Please provide or describe evidence (i.e., data, documentation, etc.) for which goals were or were not achieved. I \u0026lt;ggfraBHii 1 Little Rock School District December 11, 1995 RECESVEO DEC J 2 J995 MEMORANDUM Olfice of Desegregation Moruionny TO: Mrs. Ann Brown, Office of Desegregation Monitoring FROM: Dr. Ed Jackson, Director Planning, Research, and Evaluation RE: Enclosed Reports u2i.O'. Ase!.S.m(n+'^ Please find enclosed a draft of the 1995-96 Needs Assessment document and a copy of the Extended Evaluations for the Little Rock School District. Please let me know if you have questions or need additional information. drg Enclosure cc: Dr. Henry P. Williams, Superintendent Dr. Russ Mayo, Associate Superintendent 810 West Markham Street  Little Rock, Arkansas 72201  (501)324-20009 /CX/  i ODM Review of LRSD Extended Program Evaluations 1995-96 Program Name - Mann Arts and Sciences Magnet Junior High School Program Summary Mann Arts and Sciences Magnet School houses grades seven, eight, and nine in the only junior high to be included as one of the original six magnet schools. Established in 1987 with the interdistrict format, the school offers the arts and sciences specialties as two separate programs. Science magnet students are required to take the traditional and required core courses along with at least one science laboratory course each year. Arts students must select an area of concentration from visual arts, drama, dance, or music m addition to the traditional and required core courses. Eight hundred fifty students attend. Fifty-three percent are black. Evaluation Criteria 1. Sufficient program personnel are in place as measured by the monitoring instrument. 2. School climate survey will be used to measure parent, student and teacher perceptions. (The author of the extended evaluation appears to have mixed a process and an outcome.) Evaluation Processes Evaluators cite the LRSD Equity Monitoring Assessment and the school climate survey as the source of data used to draw inferences supporting the recommendations. Evaluation Results 1. There is a need for renovations of and additions to the building. 2. There is a need for new equipment, updated materials and computers, and program additions. 3.There is a need for additional personnel to staff 1 and 2 above. Recommendations 1. Modernize and expand science classrooms and laboratories, add one science classroom, enlarge dance and drama rooms, and provide additional storage space. A. Would not require plan modification. B. Major budget increases required for construction, remodeling, and equipment purchase.2. Extend the 7th grade science laboratory course from one semester to a full year and add courses in ceramics, crafts, and cartooning to the arts magnet program. A. Would not require plan modification. B. Would require one additional teacher - $31,000. 3. Establish teacher computer demonstration stations in all science classrooms, including equipment to go on line with Internet and install computer system in the piano lab. A. Would not require plan modification. B. Substantial budget increases for equipment and wiring in science classrooms. Piano lab costs - $4,000 plus. 4. Limit enrollment in science classes to 25. Create ensembles in music and dance. A. Would not require plan modification. B. Budget impact - one teacher for science recommendation, $31,000. For ensemble recommendation - $15,000 for materials (costumes and music). Total costs, all recommendations - $81,000 plus major construction and renovation. Evaluation Critique The evaluation consists primarily of perceptions and wishes of the staff. Little data support the recommendations, but they are comprehensive and probably reasonable if continued improvement in the magnet program is a viable option. The district will probably have to prioritize the requests and spend whatever it can afford.Program Name - Henderson Health Sciences Magnet Program Program Summary The Henderson Health Sciences Program was developed in 1992 to serve students rising from Carver, Romine and Washington Elementary Schools, which have science specialties, and to serve as a feeder school to Parkview Science Magnet. Because of the declining white enrollment at Mann, the districts planners believed the science program was needed because of the potential for desegregative effect. Evaluation Criteria A. Comparisons of enrollment data from 1992 - 1995 to determine desegregative effects. B. Costs of supplies, equipment, materials, and staff development related to benefits. Evaluation Processes The evaluator attempted to show that white students who transferred from out of the attendance zone to the magnet program had a desegregative effect and that the districf s failure to fally fund the program had impeded the potential effects. The evaluation builds a case for fall funding of the magnet program as originally conceived. Evaluation Results The results indicate that students who transferred to Henderson for the magnet program had a desegregative effect since the percentage white was greater in the transferring population than in the resident population. The data reflect 1995 expenditures of $244 ($58,958 budgeted) per magnet student for magnet programs including the purchase of an 18-station computer lab. It also includes a list of equipment and materials valued at $14,000 which had been included in the original plan but have never been purchased. The conclusion is that if the plan were fally implemented, the program could be more successful. Recommendations Though not stated as a recommendation, the clear intent is that the equipment and materials described in the original plan should be bought immediately. A. Would not require a plan modification. B. The budget impact is $14,000.Evaluation Critique The evaluation format leaves much to be desired, but the message that more money is needed comes through. The other conclusions are not clear\nnor is the recommendation.Program Name - Central High International Studies Magnet Program Summary The Central High International Studies Magnet complements the international studies programs at Dunbar Junior and Gibbs Elementary in that it offers a logical culmination of studies started at lower grades. The program uses the highly academic atmosphere of the foreign language, social studies, and English classes to provide the core of international studies. The strong Advanced Placement programs match well with IS. Evaluation Criteria I. The magnet component will result in the further desegregation of the school by attracting M-to-M and out-of-zone students. 2, The costs of the magnet program are justified by the benefits. Evaluation Processes Evaluators identified the numbers of M-to-M and out-of-zone students by race who attend the magnet program and the school at large. The minimal costs of the magnet program were itemized. Benefits to students were subjectively described. Evaluation Results One hundred twenty-three students transferred from other attendance zones or districts to attend the International Studies Magnet in 1995-96. Seventy-eight per cent (96) are nonblack. The total school population is 37 per cent non-black. The magnet program clearly contributes to desegregating the school. One period release time for the magnet coordinator plus $1,990 for materials are the only costs identified for the program. Benefits were described as outstanding. Recommendations 1. That the IS program be established as a node on the Internet. 2. That the IS coordinator be given a ten month contract and three periods release time. A. Neither recommendation will require a plan modification. B. Costs are not described in detail but $9,000 for equipment and software plus $200 per month line costs is a fair estimate. Personnel costs will be an additional two periods per day release time, $12,000. Total - $23,400 (ODM estimate)Evaluation Critique The evaluation is not well done in format or content, and conclusions have little support. However, it does make the case for program improvement. Curiously, International Baccalaureate is not mentioned in the recommendations even though a business case has been presented recommending its implementation.Program Name - Dunbar Junior High School International Studies/Gifted and Talented Magnet Program Summary The Dunbar program offers the dual themes international studies and gifted and talented. All students are identified as magnet either in gifted or international studies because all students are required to take some foreign language. Other than languages, the only international studies course being taught in 1995-96 is African studies. Gifted students are enrolled in the gifted sections of the core courses. Evaluation Criteria The magnet program was evaluated by determining whether the out-of-zone and M-to-M students contributed to the desegregation of the school, and whether the benefits of the program outweighed the costs. Evaluation Processes Evaluators compared white and black enrollment differences before and after seven years of the magnet programs existence, and summarized magnet costs when considered in the context of student accomplishments. Evaluation Results Evaluators compared enrollment data that indicate the school has moved from 79% black in 1989-90 to 59% black in 1995-96. The change is attributed to the majority white enrollment of M-to-M and out-of-zone students which number 266 students, 28% of the total student body. Expenditures for the magnet program for 1995-96 total $76,809 or $289 per participant. The cost estimates are followed by a litany 17 different honors, contest winners, and awards bestowed on Dunbar students. Recommendations That the criteria for application to the magnet program be expanded to include black out- of-zone and M-to-M students who have been identified as gifted. A. Implementation of the recommendation would require a change in the M-to-M stipulation agreement as well as the LRSD student assignment regulations. The desegregation plans would require changes in areas that refer to the stipulation agreement. B. Budget increases would occur only as a result of an increase in student population.Evaluation Critique The evaluation is more clearly written than any of the other extended evaluations I have read, but the recommendation is probably a bad one. The magnet program was developed to attract white students. It is working as intended but has the down side of creating majority white classes in the gifted program. Opening the program to black students from outside the attendance zone would diminish success and, in the case of black students from outside LRSD, violate state law.APIG/Focused Activities Summary: Eval. Criteria: Eval. Process: This administrative summary provides a short history ot APIG/Focused Activities from their inception to the submission of the April 1995 business case that changed the basis of program funding. The history quotes program goals from the desegregation plan but doesnt provide insight as to the nature of the programs individual schools have implemented. The summary lacked evaluation criteria since no attempt was made to evaluate the program. The summary did not show evidence of an evaluation process. Results: N/A Recomm: Continue to give area schools the opportunity to enrich their programs with the twenty dollar per student allocation in their budget. The process has only been in place for one year. Opinion: Im not sure of the point here. This document is called an Administrative Summary and bears no resemblance to an evaluation. The recommendation is groundless in that it isnt based on ant type of evaluation of the program for the 1994-95 school year. Parkview Arts/Science Magnet Summary: The extended evaluation focuses on both the Parkview science and art components. Particular emphasis is placed on the facilities and equipment believed to be necessary for maintenance and expansion of the programs. Eval. Criteria: The two criteria were the school climate survey and monitoring reports competed by supervisors and assistant superintendents. The evaluation writer noted that the yearly Pulaski County Interdistrict Magnet School Evaluation was used as a reference. Eval. Process: Uncertain. The evaluation process was not described as part of the document. The narrative skipped from criteria to results without an explanation of process. Results: 1. Yearly departmental summaries revealed a need for repairs, equipment and/or renovations. 2. Information was collected through the Magnet Review Committee which was instrumental establishing a curriculum update and the enrichment of curriculum offerings.Recomm: Budget: Opinion: 1. Installation of hardware and equipment for establishment of Parkview being functional and on-line with APSCN. 2. Renovate Rm. 1-101 into a mini-theatre to greater accommodate small performances/presentations. 3. Purchase additional lab equipment to greater accommodate increased enrollment of science/art magnet students. 4. Purchase major instrument pieces to better equip the band/orchestra magnet program areas. Some equipment is in poor condition or outdated. $164,842 over a three year period The recommendations are justifiable\nhowever, as I mentioned to you, the evaluation doesnt provide the type of substantial data needed to make the case. For example, the addition of equipment is justified by increased program enrollment, but the only year for which an enrollment figure is given is 1995-96. The evaluation does not describe the disadvantage the school suffers from not being on-line with APSCN. A simple chart of the current number of musical instruments and the ages of those instruments in addition to increased music program enrollment would have been ample documentation of the need for replacements and additional new instruments. McClellan Business/Communications Magnet Program Summary: Eval. Criteria: Eval. Process: Results: The evaluation is based on two program goals. 1. The magnet component of the program will result in the further desegregation of the school by attracting M-to-M and out-of-zone students to the program. 2. The costs incurred in the delivery of the magnet program are outweighed by the benefits of participation rates in the magnet program and the achievement of the participants. Criteria was whether each of the program goals could be affirmatively demonstrated. Use of enrollment data on M-to-M and out-of-zone students in addition to standardized achievement scores for McClellan students 1993-95. Related to the first goal, the data indicates that 22% of the 177 non-black students at McClellan are from other high school zones. Curiously, 98 out-of-zone black students are also attending McClellan. The evaluation claims that without the out-of-zone black students the McClellan black enrollment would be 78% instead of the current 80%. Related to the second goal, participation in the magnet program has increased from 57 in 1992 to 203 in 1995. The overall McClellan enrollment has been mixed, but has grown since the inception of the magnet program. McClellans overall SAT scores have improved since the 1992-93 school year. The evaluation attributes the improvement to the increased funding, class offerings, and equipment resulting from the magnet program. The magnet program teachers and students have been the recipients of numerous honors and awards at both the state and national levels. Obstacles: Recomm: Plan Mod: Budget: Opinion: The evaluation identifies the demographics of the McClellan attendance zone as an impediment to continued efforts to desegregate. The satellite zone is 100% black. Magnet courses such as Desktop Publishing I and II are now being offered at other LRSD high schools. These used to set the McClellan business program apart from others. The duplication lessens the magnetic appeal of the McClellan program. It is recommended that McClellans attendance zone be adjusted in such a way as to bring its black component into line with the attendance zones of the other LRSD area high schools. The LRSD should adopt a policy by which a new magnet course will be added to a schools magnet curriculum when one of their existing magnet courses is put into the general course offerings of the LRSD. The evaluation indicates that there is a need for a plan modification. Rather, I see the case being made for alteration of current attendance boundaries. No budget impact is indicated by the evaluation. I do wonder if the school will move to add new, more unique courses to the magnet program while retaining the ones now being duplicated at other area high schools. If so, the addition would seem to affect the budget - possibly through new equipment and additional staff. Overall, I believe the recommendations to be sound. Altering the attendance boundaries would further desegregative efforts and reward the community and school. It is also logical that the district adopt a policy on course offerings which will safeguard the uniqueness of the magnet programs. Once again, the evaluation itself had weaknesses. For example, no documentation was provided as to the increase in out-of-zone and M-to-M students resulting from the magnet program to address the first goal. In reference to the second goal, the achievement data didnt reveal a significant, sustained growth on the part of McClellan students. In addition, the goal regarding achievement was related to the program specifically. Yet, the evaluation did not separate out the achievement of magnet program participants.McClellan Community School Summary: Eval. Criteria: Eval. Results: The evaluation sought to measure the effectiveness of the McClellan Community School on a wide range of involvement from community involvement to affecting McClellan student academic achievement. The evaluator(s) used 1991-95 data to evaluate the program based on the following objectives: Enhancing the McClellan educational format and eradicating test score disparities. Expanding the participation on the Advisory Board Expanding use of the well-child clinic Enhance the Advisory Boards knowledge of school district policies Re-integrate older adults into community activities Inform the school population and community of school goals/objectives Expand the use of the school facilities Results regarding educational enhancements for McClellan students were sketchy. The evaluation only provided data on the number of students participating in the current Healthy Family Center After-School Tutorial and the ACT Lock-In of 1993-94. To expand the Advisory Board, new members were elected to fill vacancies on September 25, 1995. In addition, the evaluation mentions that the community school director has been involved in developing a strategy to survey the community. The evaluation notes that the well-child clinic serves an average of 20 students per day, but no comparative data is provided. The McClellan principal reports monthly to the Advisory board concerning issues pertaining specifically to the school and the district as a whole. In addition, other school district officials visit Advisory Board meetings and Advisory Board members also attend the LRSD school board meetings. Classes are offered to older citizens to help reintegrate them into the workforce. In addition, older citizens are encouraged to join the Community School Advisory Board. Community Education brochures are the most frequently distributed pieces of literature disseminated to the community. Other documentation offered as sources of information for the community: Advisory Board meetings, community school staff, McClellan faculty and staff, LRSD Communication, and the patrons of McClellan High School.McClellan is open to the community year-round. In addition to the courses oflfered the community school sponsors a summer camp, tutoring, and the ACT Lock-In. Additionally, local businesses and organizations use the facility for various activities. Recomm: Plan Mod: Budget: Opinion: It is recommended that a survey of the community be conducted to recapture community interest in the program. It is recommended that needed enhancements to the schools facility be made in order to better serve the educational needs of the school and community. The evaluation indicates a plan modification, but I dont see where any of the recommendations necessitate modification. The evaluation indicates that the recommendations will require a budget increase. The cost of enhancements is set at $25,000. The evaluation contains no information regarding the regular courses offered by the Community School (e.g. course offerings, enrollment trends, etc.). While the cost of enhancements is estimated to be $25,000, the evaluation lacks information about how this total was reached. Although a budget increase and plan modification were indicated, the writer also claimed that a business case was unnecessary - that doesnt make sense. In my opinion, the evaluation is very weak. Past program evaluations of the Community School, while at times fluffy, have made a better use of data than this attempt. The first recommendation is not founded in the findings of the evaluation. Otherwise, there would be more information regarding a lack of community enthusiasm, support, and participation in programs, documentation is provided to that effect. No Special Education Transportation Summary: Eval. Criteria: The evaluation attempts to ascertain whether the Special Education Transportation Program provides safe, efficient, and reliable transportation for students in the LRSD. A series of tasks listed in the PBD ranging from the signing of requisitions to the completion of summer check sheets. The writer of the evaluation acknowledges that the relationship of the tasks to an operational evaluation is weak since completion of the tasks is no indication of the quality of service provided. The writer indicates that in the future criteria such as percent of on-time arrivals, driver attendance, and the amount of training received by individual drivers should be developed and used. Eval. Results: Obstacles: Recomm: Budget: The number of buses is limited. For Special Education, no buses have been purchased since 1993. Manpower shortages taxed the resources of the Transportation Dept. Including the Special Education section. The fleet continues to age and no replacement plan exists. Buses continue to breakdown and require extensive maintenance not covered by warranties. Ideally, an organization should replace 5-8 buses per year for a fleet of 53 buses. The district meets state and federal regulations for Special Education transportation, but falls short of voluntary guidelines suggested by various agencies that exceed the state and federal minimums. Beginning in 1996-97, there will be no specific funding from state or federal government sources for transportation of special needs children. All costs will be paid from the districts general fund. Due to the age of the fleet and lack of a replacement plan, maintenance workers cant keep up with the repairs needed to keep a sufficient number of buses available to support the overall need. It is recommended that the district outsource the Special Education transportation to a private company. Make the Special Education Transportation Department a model system meeting all recommended (voluntary) guidelines for providing transportation to special needs children. Although no specific figures are given, the evaluation indicates that recommendation #1 would possibly save the district money over a three year period. In essence, the writer claims that outsourcing Special Education transportation would not cost the district any more than it would if a decision was made to continue the present service with the purchase of new equipment. The evaluation states that recommendation #2, the model program, is would cost in excess of $1.6 million with the purchase of all new equipment. If a replacement schedule is used, $250,000 per year should be budgeted for replacement of equipment. Additional personnel would cost at least $12,000 per person including all pay, and benefits. No preference for either recommendation is noted. The evaluator did not indicate the need for a business case.Opinion: The strongest aspect of the evaluation was that having to do with the age and condition of the fleet. The evaluation and recommendations have less to do with the eflflciency of service and patron satisfaction as they do with the cost of upgrading a fleet that the district has lacked the resources to upgrade or simply benignly neglected. Once again, as with facilities, a lack of foresight seems to have placed the district in yet another deep hole. On the other hand, it could be argued that if the current outsourcing of non-Special Education transportation works to the district s advantage, it would only make sense to outsource Special Education transportation in light of the lack of state and federal subsidies for the transportation of special needs children. 1.A Program\nBooker Arts Magnet Focus: Support for and Expansion of Bookers Theme Evaluation Criteria: School Improvement assessment School-wide planning and addressing achievement disparity Ongoing staff development Evaluation Process: As part of their assessment for general school improvement the Booker team examined student achievement data, enrollment figures over the last three years, evidence of home/ school communication, student participation in extracurricular and co-curricular activities, recruitment efforts, inventories of band instruments, as well as other documents. After looking at all the information listed above, the evaluation team composed as \"discussion\" of the schools efforts toward school wide improvement and their recommendations for further improvements. Evaluation Results: The evaluation team found that enrollment at Booker was far below the schools capacity and attributed this to the failure of the school to grow and change since its establishment. The Booker proposal seeks to create additional support for the schools arts theme and expand their fine arts emphasis to also incorporate more performing arts. An ongoing goal of school improvement has been to increase participation, especially among minorities, in extracurricular and co-curricular activities. The evaluation documents that participation has increased over 100% in both orchestra and recorder, but it also shows that the school faces a severe shortage of band instruments. The orchestra has 215 enrolled, but only 60 instruments. In order to support the theme and guarantee equal access to all students, the school wants to purchase instruments, secure regular maintenance for them, and ensure secure storage for all instruments. Reconunendations: Incorporate drama in the Booker curriculum Purchase additional orchestra instruments Establish fund for yearly repair and maintenance Add a piano lab Expand the artists-in-residence program Develop new brochures and flyers to facilitate recruitment of new students Reinstate the 3-day preschool inservice to promote the integrated curriculum and sound instructional practices Update the computer labThese recommendations do not require plan modification. They do result in a budget increase. The total cost, which is spread over five years, is $292,05356 Evaluation Quality: This is not the best evaluation Ive ever read, but it is far from the worst. I did find it a little difficult to follow and some areas lacked sufficient detail (the section seeking $130,00 for computer updates is very vague). I think the authors of this evaluation did a good job identifying some of the problems the school faces. They concentrated a great deal of their resources on issues that address the low enrollment. I think the case they made for the added orchestra instruments and the piano lab is strong. The a school with and arts program should provide instruments for all the students. The free instruments coupled with the staffs outreach efforts ensure equal opportunities for all students to participate. I also had a favorable reaction to the proposal to add drama to the school. I think that a drama component is an integral part of any arts program. The addition of such a program would compete with the theme offered at Mitchell, but Booker might be able to recruit students whose parents would not consider the incentive school option. The $35,000 estimated to fund the position of drama instructor seems a little low, if it is to include salary and benefits. Also, the evaluation records this expenditure as if it occurs once, when it will be a recurring cost. The total costs for staff development are under $10,000. Little detail is provided about the training except to say that all teachers would receive training aimed at instructional effectiveness and a core group of 10 teachers would have an additional planning session devoted to the integration of arts into the curriculum. As I mentioned above, the final section on the computer lab updates is sparse. I can not determine whether they plan to buy new hardware, software, or both.Program: Carver Math and Science Magnet Focus: Developing a \"state of the art\" technology program Evaluation Criteria: School climate based on the belief that all children can learn. And provide the resources to support that belief. Develop policies that foster a positive school climate while addressing individual student needs and learning styles. To provide opportunities for all students to participate in extracurricular and co- curricular activities. Give principals authority and accountability for school improvement, making sure all students have the opportunity to succeed. Provide staff development. Evaluation Process: The evaluation team examined a variety of documents, data, and school procedures: student achievement records, enrollment records, discipline practices, recognition programs for good behavior, evidence of home/ school communications, current levels of technology usage, and Evaluation Results: After study of the various documents and school procedures outlined above, the Carver evaluation team came to the conclusion that the school needs to upgrade its technology to improve student performance and to continue to be able to attract white students to the school. The computer labs found at Carver are those established when the school opened eight years ago. The study mentions that, as a math and science school, they should be leaders in technology. The evaluation states that this technology \"was needed yesterday.\" The current system does not have the memory necessary to allow students to use a computerized encyclopedia. The aged computers do not contribute to efficient, effective instruction. Reconuneudations: Select and install new hardware and software Conduct staff development training related to the new system These recommendation do not require a plan change but they will require and expenditure of $28,130 in each of the next five school years (the LRSD portion would be about $8400 per year). The total cost is estimated at $140,650. Evaluation Quality: This evaluation is very well done. It outlines the need for the technology upgrades and gives a detailed implementation schedule with a yearly budget. When reviewing this document, you can see what they plan to do, when tasks should be complete, and how much it will cost.Program: Gibbs International Studies Magnet Focus: Additional Support for the Magnet Theme Evaluation Criteria: The team preparing the Gibbs evaluation based their evaluation criteria around the school operation goal to provide equitable educational opportunities for all students in the LRSD. Evaluation Process: A variety of documents were examined including the School Improvement Plan, the School Climate Surveys, achievement data, enrollment data, magnet seat allotments by district, documentation of waiting lists from 1989 to the present, and the like. Evaluation Results: In analyzing the schools progress towards meeting a wide variety of educational objectives, the authors of the evaluation determined that the school had a long way to go before fulfilling the terms of those objectives. The report indicated that much of the schools operations had become static (and perhaps stagnate) since its founding. The report mentions that materials such as maps an globes have not been updated. The school does not offer modern technology, and the disparity in achievement between black and white students persists. When making same grade comparisons of test scores over time, you find a decline at every grade level. The decline ranges from 2.6 percentile points at the sixth grade level to 35.7 percentile points at the second grade level. The good news here is that childrens scores appear to improve as they remain in the school. Recouuiiendations: Recruit an International Studies Technology Specialist Update existing computer lab and include program designed for at-risk first graders Incorporate closed circuit TV Technology training for staff Replace out-of-date or worn globes, maps, and research materials Develop International Studies Staff Development Plan Purchase new materials to enhance the media center Install portable classroom to house the foreign language teachers Automate the media center and enhance materials, equipment, and resources in the media center The improvements to the Gibbs educational program would be instituted in five phases: Phases I, II Phase III Phase IV Technology International Studies (update resource, materials, and equipment) Foreign Languages (secure portable classroom for instruction of French, Spanish, and German)Phase V Enhance the Media Center Gibbs Extended Evaluation, continued No plan change is required. The total cost for each of the phases is as follows: Phase I, II Phase III Phase IV Phase V $68, 835. 10 ($38,805.10 of this would be a recurring expense, since it represents the cost of adding a technology specialist to the Gibbs staff.) While the proposal includes this recurring expense, the evaluation only mentions the first year cost. $17,341.86 No cost listed. The evaluation recommends relocation of an already-owned portable to the Gibbs campus. The authors of the evaluation must not have been aware that the relocation of a portable will cost several thousand dollars. $11,827 GRAND TOTAL $98,009.86 Evaluation Quality: The evaluation presents a great deal of good information, and it honestly examines the strengths and needs of Gibbs. As noted above, some of the figures require further examination. My biggest question regarding the evaluation is why werent some of these items purchased over the years with instructional money? I know the school has not had the funds for a technology update, but it seems that the standard instructional budget could have allowed for the update of globes and maps.Program: Williams Magnet School Focus: Educational quality and school climate Evaluation Criteria:  To provide a climate based on the belief that all students can learn and to provide the resources necessary to support that belief  To design a program that meet the needs of all children  Monitor school climate and resource allocation  To design a program which meets the specific need of the students Evaluation Process: The evaluation examined the successes of the Williams program and its current needs. The background information gives a good overview of investments made in the instructional program and physical plant over the last few years. This narrative makes reference to data gleaned from the School Climate Survey, student achievement data, the school profile, the mission statement, and the like. Evaluation Results: While the evaluation mentions the many successes and accomplishments of the Williams program, it also outlines the need for updated technology at the school. PTA contributions have begun to automate the media center, but could not be completed \"because of LRSD systems requirements.\" Evaluators found that the Williams computer lab consist entirely of Tandy computers purchased about eight years ago. Other computers have been added to classrooms over the years, as funds allowed. The computers are not part of a network. Reconunendations: Purchase the hardware and software needed to update the lab and classroom computers. Automate the library system Connect with the Internet and network the computers within the building Purchase new printers Conduct staff development related to new technology None of these proposals would require a change in the desegregation plan. The total cost for the technology upgrade is $167,900. The cost would be spread over the period from August 1998 to August 2000. Evaluation Quality: This evaluation did not have the excruciating level of detail that some of the others presented, but I felt it gave a very good picture of the school and its needs. The evaluation also pointed out the efforts the school has made to upgrade technology within the annual budgets of the last several years. It also pointed out parental contributions to technology purchases. I found the evaluation to be quite adequate.Program: Four-Year-Old Focus: The programs progress towards meeting the commitments outlined in the desegregation plan. Evaluation Criteria: The evaluation examined the extent to which each of the provisions regarding the four-year-old program has been met. Evaluation Process: The provisions regarding areas such as curriculum, establishments of sites, racial balance, and the like were examined and discussed individually. Evaluation Results: The evaluation found that all objectives had been attained. This is not to say that no work remains in this area. Many of the early childhood plan obligations are ongoing. Only two problem areas were noted\nthe districtwide shortage of substitutes sometimes makes teacher release for staff development a problem, and the lack of any support staff for the Director of Early Childhood Education. The evaluation states that the effectiveness of the department is reduced because as a one-person operation a great deal of time is spent on clerical tasks. The IRC secretaries are available to help with early childhood chores, but they can do this only after they have fulfilled all the tasks assigned by their immediate supervisor. Recomiiieiidatious: Add one new position to the early childhood education department. This position could be either a secretary or an early childhood specialist. This would not require a plan modification, but it would increase the budget. No dollar figure is attached. The amount spent would depend on whether the district hired a secretarial or professional support person. Evaluation Quality: This is a very through evaluation of the early childhood program. The program objectives are tied directly to the desegregation plan.LRSD EXTENDED EVALUATIONS ALTERNATIVE LEARNING CENTER (ALC) Focus The evaluation covers five (5) areas: In-school suspension. Alternative Learning Center, Curriculum Offering, Attendance Pattems/Rates, and Behavior Modification procedures. Supposedly, the writer evaluated the program by examining seven (7) objectives. The document is poorly written and somewhat difficult to follow. I believe the writer wants the reader to believe that the alternative school is meeting all of its objectives, but with a little help (2 additional staff members), the staff could do a better job. Criteria The A-School evaluation relies on data that was written and interpreted by the director. 1. 2. 3. 4. 5. 6. 7. Number of reports submitted from ALCs office. Review of attendance rosters. The ALC Profile Book. Review of school-based objectives, policies, and procedures. Review of statistical information on race and gender for roll, grades, awards, discipline, and other areas. , , Evaluation of the number of reports of counseling interventions, parent involvement, and due-process procedures. Evaluation of curriculum offerings. Note: Evaluation is a very misleading term in this report. Nothing is evaluated. Process The only discernable process seems to be to say something is true, which then makes it true. The writer outlines or summarizes some general descriptions of the ALC program, regurgitates some highly suspicious data, and proclaims the program a success. Results According to the evaluation, the ALC is meeting all of its objectives. The ALC now submits reports to^all the junior highs, central office, and advisory board. Added to the recipients are the SAO Communication Office, and Special Education. The report shows an average attendance rate of 88% for the first 12 weeks of school (the goal was 75%). The director developed a nng binder library which covers 19 areas. The evaluation concludes that the ALC has proven effective because they publish the Alternative Learning Center Mission Package. The staff holds an intake conference on every enteringstudent, students participate in a three day orientation, teachers are prepared to provide individualized lesson plans, however, they provide no evidence that they do. Further, they have in-school detention and suspension for those who commit violations outlined in the Mission Package. Other students may take academically related field trips to Central Flying Service and Aerospace Education Center. The evaluation also claims that students can participate in several clubs, such as electronics, weight lifting, science, or Scrabble Club, among others. Finally, the evaluation claims a reduction in black enrollment from 85% to 77% and that at least four students a day receive counseling. Disciplinary sanctions remain high, but are less than past years. Students receive a basic curriculum, but the report states that they cannot provide much needed hand-on instruction because they do not have a qualified wood working instructor. Recommendations 1. 2. Hire an additional instructional aide to supervise the in-school suspension class. Hire an additional instructional aide to supervise wood working as an activity instead of a class (because the cost of a real teacher would add to the district s financial stress). Requires budget change, approximately $20,000 for both positions @ $10,000 each. Review Crap! Crap! Crap! O.K., I feel better now. This so-called extended evaluation neither extends information, nor evaluates any program. Although it has been a year since ODM monitored the alternative school, 1 sincerely doubt that the program is any better than what we found, and what we found stunk. In essence, the evaluation tries to substantiate a need for two additional instructional aides. One to supervise the in-school suspension class and the other to supervise a wood working activity or arts and crafts class. The justification for the in-school suspension aide is that evaluation of the behavior modification procedures indicates that by having two behavior level groups in one room (level zero and level one) too many disruptions occur and it is difficult to maintain order. Apparently, the loss of support from the Delta Service Project (a service provided by Americorps) has exacerbated the problem, but the evaluation does not make clear how. The evaluation claims an attendance rate over 80%. What the report fails to mention is the number of students attending compared to the number of students referred. Its easy to have good attendance rates when you drop students on a regular basis, make no attempts to locate noshows, and fail to account for all of your students. The staff has no clue as to what behavior modification means. Their idea of behavior modificationis to ask or tell a student to do something, and if he or she does it, then the behavior is modified. The school does not have a behavior modification program, and provides no competent group or individual counseling services. Parent involvement translates into a requirement that parents attend an in-take session or a re-entry hearing. Teachers receive no training in dealing with this population, all of the referrals are disciplinary in nature, and students do not have individualized contracts or plans for improvement. Unless things changed, the principal had stopped accepting ninth graders altogether. The evaluation lists 6 sections of a non-categorical special education class, but the principal informed me last year that he did not accept special education students. The little group counseling provided for these students came from a counselor-social worker assigned to the four restructuring schools. Students assigned to non-restructuring schools did not get even that little bit of additional help. Nursing services were almost non-existent. One part-time reading specialist visits the school. No speech therapist, social worker, music, art, or foreign language teacher is on staff. The school does not have a librarian or media specialist. The directors idea of hands-on teaching involves wood working or arts and crafts. This man does not have a clue! The school lacks a science lab and a computer specialist, yet the director wants to add an instructional aide to supervise a wood working activity! His idea of educational field trips is to visit the Central Flying Service to visit his buddy over there. Never mind that the students may have other interests. This proposal is a big waste of money!LRSD EXTENDED EVALUATION TEAMING IN NEW FUTURES RESTRUCTURING SCHOOLS Focus The evaluation focuses on how school restructuring, through teaming, affects achievement, school climate, and the development of appropriate educational environments for adolescents. Criteria Assessment of possible added personnel costs Assessment of student achievement Assessment of school climate in areas such as: discipline, parent involvement, faculty absentee rates, curriculum enrichment, incentives, and recognition of success as evidenced by participation in a Carnegie Grant. ProcessZResuIts The evaluators compared staffing levels at a teamed and a non-teamed school, with similar student populations, to determine the difference in FTEs. They found a difference of .8 FTE. When comparing the staffing ratios in all of the junior highs, they found no significant differences between them. The evaluation notes that the staff ratios of magnet schools to teaming schools is 15.4 to 14.5. Most important, the evaluation found no increased costs due to teaming. A three-year assessment of student achievement on reading and math tests in the participating schools using cohort student files from 1992-3-4 reveals a slight increase in reading scores for two of the restructuring schools, no change for one, and a decline of 2 NCEs at another. All of the districts JHs saw declining math scores over the three year period assessed, however, on average, math scores in the restructuring schools declined somewhat less than the others. An examination of discipline data for the districts junior highs indicate that magnet schools, which do not practice teaming, averaged 50 fewer suspensions and expulsions in the 1994-95 school year than the teaming schools. Therefore, the writers concluded that the use of sanctions in the schools did not significantly affect school climate. According to the extended evaluation, parent involvement increased in all of the restructuring schools. In some cases PTA membership increased, in other cases monthly volunteer hours increased. For instance. Southwest reported a 76.3% increase in volunteer hours for the 94-95 school year. With the exception of Cloverdale, the teaming schools had significant increases in PTA membership from SY 90 through SY 95. Absenteeism was lower at the restructuring schools than at the magnet schools. The authors concluded that job satisfaction, as manifested in attendance, is greater at the restructuring schools. The document does not evaluate enrichment/extension experiences in the restructuring schools, rather it lists some of the components of teaming and some of the programs and services provided at the schools. Key to the teaming concept is the development and implementation of interdisciplinary units. Other major features in the restructuring schools are requiring students to participate in two major educational activities, service learning projects, and advisory programming, to name a few. An evaluation of incentives for student achievement consists of a list of strategies and activities that have shown to have a positive impact on student achievement. Team leaders reward students with special activities such as homework bash, field trips, or team recognition assemblies. Students can earn additional percentage points for classroom participation\nthey can receive tutorial assistance at lunch and after school\nor students can join special clubs such as the Young Professionals Club, Breakfast Club, and the Ladies or Gentlemens Club. The report concludes that middle level restructuring has been a success because Pulaski Heights JH has been designated as a Carnegie Foundation Systemic Change School by the ADE Carnegie Middle Grade School State Policy Initiative. The school accepted a grant from the ADECMGSSPI, and became one of only six schools in Arkansas chosen and one of only 90 in the U. S. To work on the advancement of middle level practices. Recommendations Implement middle school programming to provide a developmentally-appropriate educational environment for the academic success of adolescents. The evaluation makes no recommendation on plan modifications, asserting that district personnel are still making decisions based on the facilities study. Implementing the middle school concept will require some monetary investment for staff development needs. However, teachers and equipment are already available\nmost likely, some assignments and allocations would change. The evaluation indicates that more detailed information is included in a business case. This evaluation is more of an outline, than an evaluation. Unless one was very familiar with the middle school concept, this evaluation does not yield enough information to make an informed decision which would result in a radical change in the districts educational system. The business case is more comprehensive. I believe that approval of the recommendation would require some sort of plan modification, because grade configurations would change. Instead of junior highs, the district would have middle schools with a grade configuration of 6-7-8. All of the elementary schools would lose their sixth grade and all of the high schools would gain the ninth grade. Implementing the middle school concept will have the greatest impact on magnet schools. While the magnet schools will keep their themes, the district would have to make some accommodations for students already in their system when the change occurs. Some teachers would have to get additional certification, however, it is my understanding that ADE has already studied this matter and has a plan in place to ease certification requirements. As a member of the districts middle school task force, I endorse the recommendation.LRSD EXTENDED EVALUATIONS ACADEMIC SUPPORT PROGRAM (ASP) Focus The evaluation focuses on the ASP at the secondary level. Specifically, the following areas are addressed: degree of implementation at the secondary level administrative coordination external funding Criteria The extent to which the secondary schools are implementing the reading and language arts plus (LAP) and the math plus (MP) models. A listing of major program activities with a timeline and the person(s) who initiated or implemented the activity. A description of program components and the cost of each component for the 1995-96 SY. Process/Results Evaluators surveyed all of the LRSDs secondary schools to determine the total number of Language Arts Plus and Math Plus classes and the total number of students enrolled in each class. At the junior high level, they found that of the 352 LAP students, 27 were not being served by their own English Teacher. Of the 437 MP students, 80 were not being served by their own math teacher. Similarly, at the senior high level, 95 of 343 MAP students were not being served by their English teacher, and 2 of 72 MP students were not being served by their own math teacher. According to the tables on page 9 of the evaluation, much of the eligible population is not being served. Class enrollment in both programs is not to exceed 15 students, however, the average Lap Class has 9.5 students, and the average MP class has 9.8 students. Enrollment of eligible LAP students ranged from a high of 63.9% at Dunbar to a low of 12.5% at Cloverdale. In MP classes, enrollment of eligible students ranged from a high of 62.2% at Cloverdale to a low of 0% at Parkview. The evaluators examined the coordination of services and events that are required for full implementation of the two programs. They found 32 separate entries which they reduced to 7 function categories. They then took the categories and matched them with their corresponding departments in the district. Departments responsible for implementing the programs are: Federal Programs, Reading/Language Arts Department, Mathematics Department, AssistantSuperintendent of Secondary Schools, and building-level principals. Some events required coordination between two or more entities. Next, evaluators examined program administration. They looked at application preparation, student selection, monitoring, personnel and evaluation. Additionally, they looked at time lines for completion and persons responsible for task completion. The report indicates that in several cases the process broke down because of lack of coordination between program or resource managers. The system lacked continuity and as a result, students who should have been receiving services were often overlooked, not recommended but should have been, or their cases were mishandled because of a lack of follow through. Finally, after comparing the difference in funding levels between SY 95 and SY 96 for both programs, the evaluators found that funding levels had decreased a combined total of $572, 860. (Note: My calculations show a decrease of $507,140. I dont understand how they got their total.) The report also indicates that the senior high schools, along with Pulaski Heights JH were not eligible in SY 96. I assume they mean not eligible for Title I funds. The evaluation further states that Comp-ed funding would drop by $250,000 in 1997 and Title I funds could be decreased by 10% in that same year. With the decrease in funding came a drop in FTEs. The secondary programs lost a total of 20.8 FTEs between 1995 and 1996. LAP and reading lost 16 FTEs, and .MP lost 4.8 FTEs. Naturally, such a decrease in staff had a negative impact on services. Recommendations 1. 2. 3. All schools follow the model as it is written. Apparently, the secondary schools have pieced together LAP and readins programs as well as Math Plus Programs. In particular, one of the main features of the programs is that students would retain their regular subject area teachers. In that way, the teachers could reinforce earlier lessons, provide continuity with current curricula, and they would be familiar with the problems that initiated a students referral to a program. Instructional supervisors have a greater role in program design, implementation, staff development and related technical assistance. It seems that the right hand doesnt always know what the left hand is doing. According to the extended evaluation, even overlapping services arent coordinated very well. As a result many students who should be referred to the LAP and MP programs are not, thereby creating a service gap. Also, the people who actually deliver program services are left out of the design and decision making steps and program supervisors do not seemed to be adequately involved with building-level people. Investigate more cost efficient alternatives to the current ASP at the secondary level.Included in the recommendation is the suggestion that Math Plus at the 10th grade level be eliminated. The reasoning is that students in the MP population have the common denominator of having failed Algebra I in junior high. As a result, this homogenous group would just as easily benefit from extra attention and individualized instructional strategies from the senior high Algebra I teachers. The recommendation also suggests that similar alternatives could be explored for reading and language arts. 3-a. Explore consolidating resources at lower grade levels. This could be done by eliminating or reducing some services at the secondary level. This is by far the best e?rtended evaluation I have read of late. Although the evaluation doesnt go into great detail, it is succinct and to the point. Technically the recommendations do not require any plan changes or budget changes. The first two recommendations merely ask the district to implement the Language Arts/Reading Plus program and the Math Plus program according to their filing and in an efficient manner. The major change occurs in the third recommendation, eliminating Math Plus at the 10th grade level. The ASP submission of March 24, 1993 (which in itself was a plan change) does not identify individual grade levels, it only specifies elementary or secondary. More importantly, the document does not mention Math Plus. The submission identifies Language Arts Plus as a separate program. Other approaches to remediation mentioned include pairing language arts teachers with reading specialists (math teachers were already paired for instruction), so that teams could jointly plan appropriate whole group and small group instruction, as well as individual instruction, and utilizing math assistants to tutor math students. The evaluation clearly identifies the problems and offers reasonable solutionsSAMPLE DESEGREGATION PROGRAM EVALUATION of (Fill in name.) SCHOOL Date: Program Name: School Operations Name of School Primary Leader: Estelle Matthis Secondary Leader(s): (Margaret Gremillion) Principal's Name PROGRAM DESCRIPTION: School Operations includes the total integrated learning experiences which meet the academic, social, and developmental needs of all LRSD students in a desegregated educational setting. Central Office staff [and] principals of the schools collaborate to ensure quality educational program planning for all students with the support of staff, parents, and the larger community. EVALUATION CRITERIA: The intent of the School Operations goal is to provide equitable educational opportunities for all students in the LRSD\nevaluation of the stated intent serves as the evaluation the case of this particular desegregation program evaluation, the foregoing statement applies specificallv to Pill in In the foregoing statement applies specifically to Fill in name of school. SUMMARY: (Using the objectives outlined in the Program Budget Document (PBD), write a summary of the overall effectiveness of goal results, as they relate to your school.) 1. Example of a summary beginning - Equitable educational opportunities were (or were not) provided for all students at (Name the school.) during the 1993-94 academic year. An organizational structure was in place which provided equal opportunity and access for parents, students, and staff. (Following these introductory sentences, either write how these opportunities were provided or explain why they were not. In the paragraphs that follow the summary of the overall effectiveness of the first objective, do the same for each objective listed. As you continue writing your summary, combine objectives, if you wish. year. (Following BODY OF SUMMARY Example of a concluding sentence - By implementing the strategies summarized above, or (because of the factors explained above which prevented the successful implementation of planned strategies,) equitable educational opportunities were (were not) provided to all students at (Fill of school.) It is possible that you may have a combination of strategies which were successfully implemented and ones which were not. If so, this combination should be reflected in your summary. in were not. 2 .Sample PBD Eval. Report Page 2 GOAL ATTAINMENT: The following list provides examples of factors that facilitated (or prevented) goal attainment\nincluded in this list is the identification of the factor, along with its description. Factors and Descriptions PARENTAL INVOLVEMENT  A cross-section of parents were actively involved in a variety of projects and in attendance at all functions and Beetinos. all functions and meetings. STAFF DEVELOPMENT Courses and/or workshops were provided for teacher development, to improve student achievement, etc. (Continue listing the factors and descriptions which cite as examples.) you choose to EVIDENCE: Evidence substantiating the summary and explanation o attainment may be found in total in the Program Budget Document, School Profile, and/or the Extended COE. - -- of goal examples of such evidence: Following are several the Factors and Evidence PARENTAL INVOLVEMENT P.T.A., Dad's Club, Biracial Committee, tutors, VIPS Open House, mentors Science Fair (Continue listing the factors and evidence which as examples.) you choose to citeTO: Little Rock School District 810 W. Markham Little Rock, AR 72201 Board of Education FROM: THROUGH\nDr. Kathy LeaaefAssistant Superintendent, PRE Dr. Ed Williams, Research and Evaluation Specialist, PRE Gamine, Superintendent ionnie Lesley, Associate Superintendent DATE: August 24, 1999 SUBJECT: Program Evaluation Plan According to Sec. 2.7 of the Revised Desegregation and Education Plan, LRSD shall implement programs, policies and/or procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of this Revised Plan. Section 2.7.1. states: LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving A\u0026amp;ican-American achievement If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. The Superintendent and the Associate Superintendents have established the evaluation agenda for the 1999-2000 school year. Planning, Research, and Evaluation will be responsible for the program evaluation design and the program evaluation for the following programs: Title I/Elementary Literacy ELLA Success for All Direct Instruction Little Rock Partnerships for Mathematics and Science Achievement (LRPMSANSF Grant) English as a Second Language (ESL programs) Middle School Transition and Program Implementation wdU work in conjunction with Campus Leadership Teams, curriculum specialists, pnncipals, parents, teachers, and other interested parties as appropriate to design and implement these evaluations. Several meetings have already been held with , --O- -  J MV'AV* miil our desegregation consultant, Dr. Steve Ross, from the University of Memphis. He is providing technical assistance to guide the development of our program evaluation components. Upon completion, results of these program evaluations will be presented to the Board,*An Individual Approach to a World of Knowledge February 21, 2000 Ms. Aim Brown ODM 201 E. Markham, Ste. 510 Little Rock, AR 72201 rECSVBD MAR 10 OFRGEOf Dear Ann\nI am sending to you a bundle of recent LRSD publications that I know youll be interested in. Also, I hope youll share them with your staff. K-8 Refrigerator Curriculum (Grade-Level and Course Benchmarks for Parents) Middle School Curriculum Catalog Middle School Student/Parent Guide High School Curriculum Catalog High School Student/Parent Guide to Course Selection and Graduation Requirements Please call if you have questions or feedback for improvement. Sincerely, Bonnie A. Lesley, Ed.D /rem Cc: Junious Babbs Brady Gadberry 810 W Markham  Little Rock, Arkansas 72201  www.lrsd.kl2.ar.us 501-324-2000  fax:501-324-2032 Office of Desegregation Monitoring United States District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 April 13, 2000 Dr. Bonnie A. Lesley Little Rock School District 810 West Markham Street Little Rock, AR 72201 Dear Bonnie: This note is to let you know that we received your February 21, 2000 letter and attachments (various LRSD curriculum guides and catalogs) on March 10, 2000. We thank you very much for sharing the documents and inviting our feedback. Well be glad to look them over. As you know, I was involved in a car accident on March 7. I returned to work for the first time yesterday, so please forgive me for just now acknowledging your correspondence. I havent found the bottom of my desk yet and am slowing working my way through the accumulated piles. Please give me a call when you can and lets schedule some time to spend together catching up. Sincerely yours, Ann S. Brown Date: April 17, 2000 To: Gene, Horace, and Melissa From: Ann Re: Recent LRSD Publications Attached are some LRSD publications that Bonnie Lesley recently sent us, asking for our feedback. Please review each document individually according to the assignments below, answering the seven review questions in writing for each document. Note that these publications are the originals, so please dont mark them up. If youd like to jot notes on them (edits, etc.), work on a copy. Id like to have your reviews by this Thursday. April 20. Thanks. Gene: Horace: Melissa: High Schools:  High School Curriculum Catalog 2000-2001  Guide to Course Selection and Graduation Requirements, 2000-2001 Middle Schools:  6* Grade Standards, Benchmarks  7* Grade Standards, Benchmarks  8* Grade Standards, Benchmarks  Middle School Curriculum Catalog 2000-2001  Guide to Learning in Middle School Elementary Schools:  Kindergarten Standards, Benchmarks  1' Grade Standards, Benchmarks  2\"'' Grade Standards, Benchmarks  3* Grade Standards, Benchmarks  4*** Grade Standards, Benchmarks  5* Grade Standards, Benchmarks Review Questions 1. For which audience is the publication intended? 2. What is the stated purpose of the publication? 3. List the documents strengths in relation to its purpose. 4. List the documents weaknesses in relation to its purpose. 5. Overall, how well do you think the publication fulfills its purpose? Why? 6. What suggestions do you have for improving the publication so that it can better fulfill its purpose? 7. Additional comments.Office of Desegregation Monitoring United Slates District Court  Eastern District of Arkansas Ann S. Brown, Federal Monitor 201 East Markham, Suite 510 Heritage West Building Little Rock, Arkansas 72201 (501)376-6200 Fax (501) 371-0100 Date: April 25, 2000 To\nBonnie Lesley From: Ann BrOy Re: Feedback on LRSD Curriculum Documents I took you at your word when you invited our feedback on the various curriculum documents you kindly sent us last month. I asked my staff to look them over, and their responses are attached. Their comments are unvarnished and strictly FYI, so take them or them, but please accept them in the spirit of collegiality in which we offer them. Listed below are the questions I asked the staff to use as their guide in reviewing the documents. By the way, weve have gotten several calls from frustrated parents wanting to know, Whats a refrigerator curriculum?\" Evidently that undefined phrase appears in a recent district publication on behalf of the millage, and perhaps elsewhere on parent-directed documents. We tell them a refiigerator curriculum enables them to learn how to fix their refrigerator, or in the alternative we say its a curriculum their refrigerator can study in order to become a smart refrigerator. No, we dont! (Just kidding.) Actually, we have to tell them the truth: In-house education-speak is one of lifes continuing mysteries, and none of us at ODM know what a refrigerator curriculum is either. Another point of bewilderment has come to our attention. Many parents and students (and who knows, maybe teachers too) are very confused about the difference between standards and benchmarks. We think we know how to define those words, but maybe the district needs to take care to differentiate between the two terms and to widely broadcast definitions that will enable everyone to work from the same understanding. Review Questions 1. 2. 3. 4. 5. 6. 7. For which audience is the publication intended? What is the stated purpose of the publication? List the documents strengths in relation to its purpose. List the documents weaknesses in relation to its purpose. Overall, how well do you think the publication fulfills its purpose? Why'i What suggestions do you have for improving the publication so that it can better fulfill its purpose? Additional comments.Comments regarding LRSDs High School Student and Parent Guide to Course Selection and Graduation Requirements, 2000-2001 1. For which audience is the publication intended? The guide is directed at high school students and their parents. Though the document does not explicitly say so, it would be useful also to middle school students as they decide whether or not to take high school courses as 8* graders. For example, students who wish to take calculus in high school must take algebra I in grade 8 as explained in the guide. 2. What is the stated purpose of publication? A convoluted sentence on page 2 in a section captioned Where do I start? says the guide is intended to assist students and parents by providing information that will help them to plan next years courses, meet graduation requirements, and to know college admission requirements. 3. List the documents strengths in relation to its purpose. It is complete. Few details regarding student placement have been omitted. 4. List the documents weaknesses in relation to its purpose. The guide is not clear enough for its intended audience because the language is garbled and the layout is inconsistent. For example, the table of contents lists Purpose for Guide and indicates it is on page 1. No heading on page 1 says Purpose. Instead there is a two-paragraph section titled Where do I start? in which the first paragraph extols the quality of LRSD. The second paragraph contains three items, not parallel, in what could be called a statement of purpose. Language used in the curriculum discussions is often vague. For example, the Unconditional Admission section on page 2 does not state a requirement and then list the courses by number and title which could fulfill it. Instead, for example, the natural science admission requirement section says, Three units, with laboratories, chosen from Physical Science, Biology, Chemistry, or physics. Only one unit may come from a life science. Few students could complete the course selection sheet accurately from this information, and the guide is full of examples similar to this. Frequently, supplemental information is included with course requirement listings and is introduced by a question. Page five has the question, What may I take to satisfy the technology requirement? The first paragraph following explains that the keyboarding class will not count. The second paragraph explains that students can test out of keyboarding, and the third explains something else. Nowhere, in this section, is the question answered clearly.The document is sprinkled with items enclosed in boxes but the boxes do not signify a single and consistent purpose. Some enclose quotes while others enclose significant information in thumbnail fashion, but the reader cannot tell the difference without close reading. The layout should help the reader focus on the key elements quickly. 5. Overall, how well do you think the publication fulfills its purpose? Why? If the guide fails to meet its purpose it will be because of the weaknesses described in section 4 above. As it is rewritten and republished the mistakes will be taken care of. 6. Suggestions! Clean up the language with clear declarative sentences that avoid ambiguity. Courses should be identified by name and number. The layout should help readers find information quickly and easily by using symbols consistently for information types. For example, if bold type indicates a particular meaning in one place, it should do the same in every place. Rhetorical questions used to draw attention to certain types of information should be answered directly and in sensible fashion. 7. Additional comments The guide is a useful publication that meets an important need. LRSD should be commended for the effort.Comments Regarding LRSDs High School Curriculum Catalog 1. For which audience is the publication intended? Apparently, the catalog is intended for staff use in assisting students with course selection. Some directives are clearly intended for staff, but students could use the catalog with little assistance from staff members. 2. What is the stated purpose of the publication? The purpose is not explicitly stated, but its title. Curriculum Catalog, probably makes a statement of purpose unnecessary. 3. List the documents strengths in relation to its purpose. The catalog is detailed. It includes information for every circumstance imaginable from specialty courses in unique schools to correspondence courses available for dual credit, high school credit, or college credit. The only obsen able omissions are the regulations for administration. These omissions are explained in a foreword. 4. List the documents weaknesses in relation to its purpose. Other than the occasional typographical error or missed heading (Board Policy), the catalog appears to be accurate and to offer everything needed for general student assignment. It does not include special education student assignment procedures, but they probably should not be contained in this catalog. 5. Overall, how well do you think the publication fulfills its purpose? Why? The Curriculum Catalog fulfills its purpose completely. Except for the omission explained in the foreword, it contains everything the school staffs need for student placement. 6. Suggestions! The format could be spiffed up with illustrations or humor. 7. Comments! LRSDs instructional department is making good progress in formalizing its curriculum. The ill-defined courses and arbitrary student placements seem to be disappearing.LRSD d\"*, 7*, S\"*, Grade Standards, Benchmarks Audience: Parents or Guardians Purpose: To help parents or guardians to monitor student progress in learning and to help reinforce at home what the students are learning at school. Strengths: Various guides are color coded. For parents with more than one child, this makes it easier to differentiate the guides. The general layout of the document makes it easy to use and attractive without being overly simplistic or juvenile. The explanatory cover memo from Bonnie is detailed enough to clearly state the purpose of the document, but also avoids excessive details which might lose the attention of the reader. For the most part, the benchmarks within subject areas are brief and relatively self-explanatory to even the reader with a very basic level of knowledge in various curriculum areas. Weaknesses: I may be confused, but where are the standards? Somewhere, the documents need to differentiate standards and benchmarks. Some benchmarks are not clearly expressed. In some cases, I got the impression that some benchmarks were condensed in order to keep the documents brief. However, condensing seems to have made some statements confusing or tremendously vague. Fulfdls Purpose: Generally, these documents fulfill the purpose of being simple and informative. It is quite a task to write an informative document that will inform a broad spectrum of individuals without being either insultingly simplistic or confusingly pedantic. I feel that the writers avoided the extremes in most cases. Suggestions: Define and give examples of standards. Parenthetical examples would have helped clarify some of the benchmarks. Are the curriculum documents printed in any other language other than English?A Parent and Student Guide to Learning in Middle School LRSD 2000-2001 Audience: Purpose: Middle school students and their parents To explain the progression of required and elective middle school courses. Strengths: The guide is less formally formatted than the curriculum catalog. The question and answer arrangement should make the guide more user-friendly. Weaknesses: The pages aren t numbered! It seems that if you were discussing the content with a teacher or counselor, you would have difficulty with references. In reality, the question and answer format is not as effective as it should be. The guide should have followed the format consistently rather than varying off into specific course descriptions. The more specific descriptions might have been more appropriate as a reference to the rear of the document. Also, the questions arent answered directly. Often, the real answer comes only after a lengthy explanation. The document places the notice to non-English speaking parents at the end - and in English! In addition, the notice only offers oral translation as an option rather than a written version. The guide deals less with the middle school concept and environment than I thought it should. Fulfills Purpose: The guide does fulfill the purpose of clearly describing course offerings and requirements. Im not so sure it is user-friendly enough for many parents and students to make practical use of it. Suggestions: Although the guide does not claim to do so, I would still like to see more of an explanation of the benefits of middle school. The guide does give a description of interdisciplinary teaming, but it seems that the district should explain more and place those explanations near the beginning of the guide rather than near the end Additionally, the guide should follow a conversational format fully as if the reader were visiting a school counselor and discussing the school, course requirements, and scheduling options. A minor visual suggestion - on the front cover, separate the title A Parent and Student Guide to Learning in Middle School from LRSD with a space.Middle School (Grades 6-8) Curriculum Guide 2000-2001 Audience: LRSD staff I assume. However, I think I did receive a copy of this as a middle school parent. Purpose: A reference guide to the middle school mission, policies, structure, and curriculum. Strengths: One-stop shopping. This document includes all relevant info on middle schools for fairly quick reference. Weaknesses: Minor point, but why are the page number positions alternated? At first, I thought the booklet was only numbered on every other page. Fuirdls Purpose: This is a good resource for staff\"membersand possibly parents who know exactly what type of information they are seeking or choose to use this as a supplement to the Parent and Student Guide to Learning in the Middle School.I Language Arts k READING Practice reading individually and in groups. Recognize and determine main idea and details in reading selections. Identify different purposes of reading and writing. Identify styles of authors. Follow written directions. Recognize difference between fact and opinion. Use word-attack skills to read accurately and to understand information. Determine word meaning from clues in reading material. , zi - Use information from previously learned information to evaluate new information, Use headings, italics, footnotes, and other printed features to sort and organize information. Identify and compare elements of reading such as setting and characterization. Lite . I Select reading materials representing a variety of cultures. Read orally with expression and ease. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaunjs, and computer. Select reading materials appropriate for reading for pleasure, finding information, and for use to help in writing. Use predicting, putting events in order, and skimming to increase understanding of reading material. Use examples to support opinions and conclusions about reading material. Use computers and library skills to find information. Read graphs, tables, maps, and diagrams. WRITING  Write in personal journals for specific periods of time.  Write about real world, personal, and classroom ex^periences.  Write in complete sentences using varied patfem's including simple, complex, and compound,  Use prewriting and beginning activities.  Explain through writing what is learned in all subjects by use of outlines, categorizing, and writing directions.  Create a first draft with paragraphs containing a topic sentence, supporting details, and logical organization.  Use appropriate skills in mechanics, spelling, and usage in writing.  Use a dictionary, thesaurus, and other appropriate resources to correct spelling, grammar, punctuation, and usage.  Use computer and human resources to collect and organize information for writing.  Edit and correct errors with Spell Check and Grammar Check on computers. r PHYSICAL SCIENCE  Investigate the effects of magnets on each other.  Know that the Earth is a magnet.  Understand the operation of a compass.  Use a coil of wire and an electric current to produce magnetism.  Build a simple motor.  Describe how an electric current can be made from using a coil of wire and a magnet  LLiisstt tthhee mmaatteerriiaallss ffrrnomm whichn paanpoerr i ois made.  Describe properties of paper and how they relate to its use.  Make paper using the steps in papermaking.  Identify paper as a major renewable resource. Pr- p^r noA c_ re \u0026gt;  Describe the steps in designing different types of paper. .  Observe, describe, and record test results on the strength, transparency, and absorption properties of paper.  Vrcei crp P.-^pC 1 I , LIFE SCIENCE  Describe the basic needs of plants.  Identify the things that affect plant growth.  Describe how plants reproduce.  Describe how light and gravity affect the growth of a plant.  Plant and care for plants.  Control the environment and conditions when the seeds are planted and the plants are growing  Obbsseerrvvee,, mmeeaassuurree, rdieessncrriihbAe, aannrdi record changes iinn plant growth.  E EARTH SCIENCE  Understand that time can be measured using the natural cycles of the sun and moon.  Describe how shadows from the sun can be used to measure and predict the passage of time during a day.  Describe how the phases of the moon can be used to predict the passage of time during a month.  Understand that mechanical clocks can be constructed and used to measure specific intervals of time consistently. Social Studies CITIZENSHIP  Describe political patterns in ancient civilizations.  Describe the development of Greek and Roman democracies.  Explain Greek and Roman citizenship and its significance. INTERDEPENDENCE  Explain the interdependence of ancient people with their environment  Locate and describe ancient and early civilizations in Africa and Asia.  Locate and describe life in ancient and early America.  Analyze the impact of trade in ancient/early civilizations.  Locate and describe the way of life in early Europe such as Greece, Rome, and Russia.  Analyze the structure of feudalism.  Explore current event issues in lands of ancient and early civilizations.  Use various methods and processes to explore the interdependence of people of ancient and early civilizations. CONTINUITY AND CHANGE a_- . of- peopic. people  Explain hew the development of agriculture impaated ancient and eariy people.  Use various methods and processes to explore and explain changes in ancient and early civilizations.  Describe the impact of the rise and fall of ancient and early civilizations such as Egypt, Rome, and Meso America.  Evaluate the impact of change overtime.  Investigate how political events have affected the way people live, such as their literature and language.CULTURAL PERSPECTIVES  Use various sources to explore how ancient and early people transmitted their cultures.  Compare and contrast various and diverse cultures of ancient and early people with respect to location, place, region, and how they interacted with each other and their environment.  Compare and contrast the ways ancient and early people met their basic needs.  Associate ancient and early group leaders with places of origin and beliefs.  Describe contributions of ancient and early groups and individuals(t6s^Iei^ cca-rcM 5ccicU ?  Describe the role ofthe church in early Europe.  Read literature about people/events of ancient and early civilizations. SCARCITY AND CHOICE * Describe and analyze the economic patterns of early people.  Analyze how ancient and early societies dealt with scarcity.  Relate factors associated with economic development, such as technology, population growth, and resources. COOPERATION AND CONFLICT  Describe the conflicts between early people, such as the Romans and Christians, and Christians and Muslims.  Explain conditions and events that led to cooperation and conflict among ancient and early groups of people. A o t 2. Si Oz UIU X J Language Arts READING Practice reading individually and in groups. Gain information from reading. Put material read into own words. Draw conclusions and make inferences in regard to reading material. Identify different purposes of reading and writing. Identify styles of authors. Identify kinds of literature and their purposes (literary, self-expressive, persuasive, and informative). Follow written directions. Use logic to follow directions. Use word-attack skills to read accurately and to understand information. Determine word meaning from clues in the reading material. Use information from previously learned information to evaluate new information. Use headings, italics, footnotes, and other printed features to sort and organize information. Identify and compare elements of reading such as setting and characterization. Select reading materials representing a variety of cultures. Read orally with expression and ease. Increase vocabulary from reading. Use reference aids such as a dictionary, thesaurus, and computer. Select reading materials appropriate for reading for pleasure, finding information, and for use to help in writing. Use compare and contrast skills in reading. Understand metaphor, simile, personification, and other figurative language techniques. Use examples to support opinions and conclusions about reading material. Read graphs, tables, maps, and diagrams. V lV y- [\ngjj dic'tioin-ary T Social Studies CITIZENSHIP  Describe the difference between democracy and other forms of world governments.  Compare and contrast the rights, privileges, and responsibilities of citizens in diverse political systems.  Analyze the characteristics of citizenship as it relates to different countries.  Identify and describe the qualities of citizenship needed to solve todays global problems and issues. INTERDEPENDENCE 9  Use various geographic and reference materials to acquire, organize, analyze, and interpret geographic information and issues.  Identify, locate, and describe physical regions, l^untries' and major cities of the U^A''Canada, Latin America, Europe, Ru^ia. Southwest and East AsiaTAfrica, and Australia. ~  Identify continents by outlines and compare and contrast physical features of continents.  Describe ways people and nations interact with each other and with the environment.  Read, and analyze current event global issues and problems. CONTINUITY AND CHANGE  Describe and analyze the impact of human changes to the environment  Demonstrate an understanding of technological changes and the impact on how people live.  Relate an event in history with social change.  Use a variety of processes and appropriate methods and tools to explore and understand continuity and change in the global society. CULTURAL PERSPECTIVES  Describe the elements and factors that distinguish cultures.  Compare and contrast cultural features of regions. Qj-cc-5 . of ccoA  Identify and describe the major cultural regions of the U.S.A., Canada, Latin America, Europe, Russia, Southwest and East Asia, Africa, and Australia.  Determine ways that culture influences peoples perceptions of places and regions.  Identify and evaluate different viewpoints regarding the use of resources.  Examine the relationship between historical events and cultural development.  Demonstrate a respect for different cultural perspectives.COOPERATION AND CONFLICT  Examine effects of prejudice and discrimination against racial, cultural, ethnic, and religious groups of the world.  Examine ways people attempt to combat world prejudice and discrimination.  Identify and explain reasons for conflict within and between regions and countries.  Give examples of global conflicts and cooperation.  Relate competition for resources to conflict and cooperation between regions and countries.  Draw conclusions about how regional differences or similarities may lead to cooperation and conflict. SCARCITY AND CHOICE  Explore how factors such as technology, population growth, and resources are related to economic development of nations.  Analyze the distribution of goods and resources among nations of the world.  Describe major industries and businesses in the United States.  Describe and compare the economic systems of the world.  Use various methods, tools, and resources to understand, explain, and analyze scarcity in the world. Arkansas Studies CITIZENSHIP  Identify and explain the purposes of Arkansas government.  Discuss and evaluate the concepts of good citizenship, and practice forms of civic participation.  Explain the historical and current impact of American public policy on Arkansas racial, religious, geographic, ethnic, economic, aTidJinguistic diversity ?  Know and understand the organization, function, and operation of local, county, and state governments, and examine methods of influencing policy in a democratic government.  Analyze the characteristics of effective leadership in Arkansas today and in the past.  Analyze and compare opposing viewpoints in creating and effectively communicating solutions to public issues in Arkansas.  Describe and analyze the use, abuse, and limits of power and authority in Arkansas.  Demonstrate a sound knowledge of the geography of Arkansas as it relates to politics. SCARCITY AND CHOICE  Describe the various Arkansas institutions at local, state, and national levels that make up economic systems, such as households, business firms, banks, government agencies, labor unions, and corporations.  Examine existing data and research from various viewpoints showing how technology, population growth, resource use, and environmental quality are related to economic development within the state.  Describe the role that location, supply and demand, prices, incentives, and profits play in determining what is produced and distributed by Arkansas companies in a competitive market system.  Propose and evaluate alternative uses of environments and resources in Arkansas.  Analyze and explain how choices made with respect to scarcity in the past have profound influences on choices available today.COOPERATION AND CONFLICT o'  Demonstrate areas of inequity and discrimination based on race, sex, age, physical condition, and socioeconomic status in Arkansas.  Examine the contribution ofthe arts, literature, media, technology, and languages in fostering cooperation and in causing conflict in Arkansas.  Analyze how disparities in power and economic status lead to conflict.  Compare and contrast the causes and consequences of conflict within the state, the nation, and the world.  Identify, explore, and analyze conflict among individuals and groups as well as various methods used to resolve conflict.  Evaluate the role of technology in contributing to the creation and resolution of conflict in Arkansas. INTERDEPENDENCE  Analyze how decisions and events in Arkansas and the world affect each other.  Use various methods to illustrate interactions between the people of Arkansas and their environment.  Relate the evidence of historical and cultural languages to the development of the state.  Analyze and evaluate the history, causes, consequences, and possible solutions to present-d^issues and emerging global issues, such as health, security, resource distribution, economic development, and environmental quality.  Understand spatial relationships and locate places on Arkansas, U.S., and world maps.  Describe and evaluate the role of Arkansas in the global arena. CONTINUITY AND CHANGE  Investigate the processes and evaluate the impact of change over time in Arkansas.  Explore and explain the changes in developments such as technology, transportation, agriculture, and communications that affect Arkansas social and economic activity.  Investigate how political events, technological changes, and cultural diffusion have affected literature, languages, and arts over time in Arkansas.  Analyze continuity and change in concepts of individual rights (race, ethnic, and gender issues) and responsibilities overtime in the state.  Explore, interpret, analyze, and evaluate various viewpoints within and across cultures related to events and issues. CULTURAL PERSPECTIVES  Examine information and developments in Arkansas and explain how they may be viewed differently by people from diverse cultures.  Analyze the historical perspectives that contribute to the development and transmission of Arkansas cultures through language, literature, the arts, architecture, traditions, beliefs, and values.  Compare and contrast various cultures in Arkansas.  Describe the ways family, religion, gender, ethnicity, socioeconomic status, and other group characteristics contribute to developing an appreciation of Arkansas heritage.  Identify and describe the various movements or periods of significant historical change within and across cultures.  Explore ways that Arkansas natural and built environments interact with culture.  Analyze and demonstrate the value of both cultural diversity and cohesion within and across groups.  Examine and explain belief systems underlying Arkansas traditions and laws.LIFE SCIENCE  Describe the major characteristics and activities of 9 of' monerans, protists, and fungi. * J monerans, protists, and fungi affect other living things  DDeessccrriibbee tthhee rchhaarraarctoteHriesltiirces. oailll animals ih__a_v__e in c_ ommon.  Classify animals using their characteristics.  Explain the differences between sexual and asexual reproductions.  Draw and eAxpp,lain,, tuh.ec saticaigyecss iInII tmhee lIilfiee ccyyccllee oorf aanniimmaallss ((ssuucchh as egg-caterpillar-butterflv and eoa tartnnio SS Jr rT examptes). Ple-frog).  List the characteristics of plants.  Describe the structure and function of roots, stems, leaves, and flowers  Describe methods of reproduction in plants.  Know how the ecology of the environment is organized, such as population\u0026gt;community\u0026gt;ecosystem\u0026gt;biosphere Describe how the amount of food, water, or other environmental factors affect  Describe how different plants change in an area over time  cZr, -**(-=\u0026gt; as mutuallsn, organisms. commensalism, parasitism).  Describe the process of color vision. PHYSICAL SCIENCE  Understand time, distance, and displacement form the basis for  Distinguish between velocity and speed.  Distinguish between velocity and acceleration.  Understand acceleration along curves.  Calculate the acceleration of a falling object.  Describe projectile motion.  Describe how a satellite is a projectile in free-fall.  Understand factors related to the motion of a pendulum.  Describe the characteristics of waves.  Identify the different types of waves (transverse and longitudinal). Explain the relationship between frequency, wavelength, and speed in a wave.  Explain constructive and destructive wave interference.  Describe how sound waves are formed, transmitted, and received. motion. * yo^uT'^^*^'^'^ Doppler Effect (such as how the sound changes as it comes towards you or goes away from  Describe the waves caused by earthquakes.  Identify how light travels.  Describe reflection and refraction of light. Compare and contrast opaque, translucent, and transparent materials.  Examine the visible light spectrum.  Explain the differences between substances, elements,  Describe the physical properties of matter. compounds, and mixtures.  Distinguish between physical and chemical changes and properties * IU nderstand solution__s_ _a_n_dI fra. ct. ors t.h.a.t .a.ffe ct sol. ubility. r r  Describe the properties of acid and base.  Explain how a reaction between an acid and a base produces a salt. Language Arts READING  Practice reading individually and in groups.  Gain information from reading.  Summarize, compare, and put into own words while analyzing reading material.  Draw conclusions and make inferences in regard to reading material.  Judge, critique, and defend opinions of reading selections.  Identify different purposes of reading and writing.  Identify styles of authors.  Identify kinds of literature and their purposes.  Follow written directions with increasing difficulty and complexity.  Use logic to follow directions.  Use word-attack skills to read accurately and to understand information.  Determine word meaning from clues in the reading material.  Use information from previously learned information to evaluate new information.  Use headings, italics, footnotes, and other printed features to sort and organize information.  Identify and compare elements of reading such as setting and characterization.  Select reading materials representing a variety of cultures.  Understand metaphor, simile, personification, and other figurative language techniques.  Increase vocabulary from reading.  Use reference aids such as a dictionary, thesaurus, and computer.  Select reading materials appropriate for reading for pleasure, finding information, and for use to help in writing.  Use compare and contrast skills in reading.  Use predicting, sequencing, and skimming to increase understanding of reading.  Read graphs, tables, maps, and diagrams. WRITING  Write in personal journals, logs, and in other assigned ways in both formal and informal assignments.  Write in class for uninterrupted periods of time on topics from personal experiences and topics assigned in class.  Use freewriting, brainstorming, and other methods for prewriting and beginning activities.  Create a first draft with a central idea and with paragraphs containing a topic sentence, supporting details, and a closing sentence.  Produce a longer, detailed paper using organization and details concentrating on a central theme.  Use appropriate outlines and organizing methods to practice thinking and analyzing skills.  Use appropriate skills in mechanics, spelling, and usage in writing.  Vary sentence styles to include simple, complex, and compound.  Proofread writing in peer groups and with teacher for information, organization, and style.  Use a dictionary, thesaurus, and other resources to correct spelling, grammar, punctuation and usage.  Use internet, reference books, library materials, and personal interviews to collect information.  Produce polished pieces of writing to be shared or published and collected in a writing portfolio.  Express awareness of varied cultures and universal issues in writing.  Relate elements, atoms, molecules, and compounds.  Explain the behavior of gases in terms of the particle theory of matter.  Find the relationships involving pressure, volume, and temperature of a gas.  Distinguish among metals, nonmetals, and metalloids.  List elements that are classified as metals, nonmetals, and metalloids and give their uses.  Recognize when chemical reactions have taken place.  Write word equations for reactions.  Describe how energy is involved in chemical reactions.  Classify energy resources as either renewable or nonrenewable.  Compare and contrast types of fossil fuels.  Describe the benefits and drawbacks of using different energy resources.  Describe the operation of a steam generator electric power plant. EARTH SCIENCE  Name conditions that define minerals.  List and describe identifying characteristics of minerals (such as hardness, color, streak, cleavage, and fracture).  Test minerals to identify them.  Describe the value of minerals.  Distinguish between a rock and a mineral.  Understand the rock cycle.  Identify rocks based on their characteristics. United States History Exploration to 1914 CITIZENSHIP  Explain the philosophy of government expressed in the Declaration of Independence.  Analyze foundations of the U.S. Constitution andjS^gnificance. '  Explain the major debates, compromises, and resolutions during the development of the Constitution.  Describe the development of the two-party system.  Outline the principles of federalism.  Compare and contrast powers in the U.S. Constitution given Congress, the President, the Supreme Court, and the states.  Explain the responsibility of a free press and give examples.  Practice the roles, rights, and responsibilities as participating citizens in a democracy.  Participate in a project designed to serve the community.r INTERDEPENDENCE f  Use diverse map skills and tools to locate places and gain infonriation associated with the growth and development ofthe U.S.  Interpret various timelines related to American/U.S. history.  Read historical documents and narratives of American/U.S. history up to 1914.  Identify, analyze, and interpret primary sources and historical and editorial cartoons.  Summarize the Exploration and Colonization Periods.  Describe the role of early 20*^ century U.S. in world and domestic affairs.  Identify major events in American/U.S. history up to 1914 and evaluate the causes, costs, and benefits.  Read, interpret, and analyze current events. CONTINUITY AND CHANGE  Describe the impact of change on places and the movements of people and goods.  Understand the transformation and response to the Industrial Revolution.  Use various methods and tools to explore and understand changes in the nation over time. CULTURAL PERSPECTIVES  Analyze the historical perspectives of different people and groups in American history, and explain factors that influenced them.  Compare and contrast diverse cultures in American and U.S. history.  Analyze the significance of the issue of slavery to society, politics, and economy.  Outline the development and growth ofthe American education system.  Recognize contributions of diverse individuals and groups such as African Americans and women to American life. COOPERATION AND CONFLICT  Analyze the causes and consequences of wars involving the U.S. to 1914.  Describe the critical developments during the Civil War and their impact.  Outline the causes ofWorld War I. Review of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: K AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand an, educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the geometry subsection, specify which geometric shapes In life science, specify which body parts In the citizenship subsection, define state symbol ADDITIONAL COMMENTS: This document, and all the others designed for grades 1-5, were distributed to parents in November 1999. I cant see what our feedback accomplishes at this late date. There is no mention of these guides being available in languages other than English.Review of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: First AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and fiirther subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the writing section, substitute a term such as commonly used words for high frequency words ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Second AUDIENCE: parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under the section on data, probability and statistics, define Venn diagram or use alternate language In earth and space science, place a list the steps of the water cycle in order, in parentheses Under citizenship, explain whetheridentify leaders means by tite -+\u0026lt;+(* such as president or proper name ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Third AUDIENCE: parents PLT\u0026lt;POSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and fiirther subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: In the language arts section, the phrase large core of high frequency words will not have much meaning to parents. It needs to be translated to laymens terms. In the writing section, it is not clear what express cultural diversity in writing means. Does this mean that students are to spontaneously include characters from a variety of cultures in their writing or does it mean that they can respond in writing to an assignment such as, Write five important facts about Kwanza. Under mathematics, two items are confusing. Realize that fractional parts must be equal means? I guess this is in reference to common denominators, but Im not sure. Also, the item that talks about becoming familiar with grouping fractions with numerators of one and the same denominators needs a parenthetical example in order to be understood. In the life science subsection, the five main kingdoms of living organisms should be listed. In the citizenship subsection, list the three branches of the U.S. government. oReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Fourth AUDIENCE: Parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional lookins. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: Under earth and space science, the rock cycle needs further explanation. The subsection on number sense states that, division notation represents a variety of situations. It is not at all clear what this means. ADDITIONAL COMMENTS: noneReview of LRSD Elementary Standards and Benchmarks Document for Parents GRADE: Fifth AUDIENCE: Parents PURPOSE: To explain the districts curriculum content standards. The district intends for this document to enable parents to check on their childs progress and reinforce skills at home. STRENGTHS: It is well organized, categorized by broad subjects and further subcategories, illustrations are super, and language has been simplified from that in the districts curriculum. The entire document is very professional looking. WEAKNESSES: There is a limit to the degree that the standards can be simplified. Some parents will not understand every item, but I think they did a good job avoiding jargon and insider terms. The problem is that it takes a certain level of learning to understand and educational standard. FULFILLS PURPOSE: It does as good a job as one can expect. This is a great document for a parent who wants to understand the standards and help their child in school. The document does not purport to answer all questions, but to serve as a basis for further parent/school communication. It does an excellent job. SUGGESTIONS: The final item under the Social Studies subheading cultural perspective makes reference to demonstrating ways to interact with diverse cultures. Is it demonstrate really the best verb? Wouldnt explain better describe the behavior expected of the child? ADDITIONAL COMMENTS: none ADDITIONAL COMMENTS: nonetc received AUG 1 0 2000 OFFICE OF DESEGREGAPONMQIlTORjiijg Program Evaluation For Title I - PreK-3 Literacy Program School Year: 1999-2000 August 24,2000 Planning, Research, and Evaluation (PRE) Ish Instructional Resource Center 3001 S. Pulaski Street Little Rock, Arkansas 72206 501-324-2121 Executive Summary Learning to read and write is critical to a childs success in school and later life. One of the best predictors of whether a child will function competently in school and go on to contribute actively in our increasingly literate society is the level to which the child progresses in reading and writing. Although reading and writing abilities continue to develop throughout the life span, the early childhood years - from birth through age eight - are the most important period for literacy development. A lack of pre-school literacy experiences (storybook reading, daily living routines, listening comprehension, vocabulary, language facility) places a child at risk. Section 5.2.1 ofthe Little Rock School Districts Revised Desegregation and Education Plan relates specifically to reading/language arts at the primary level. Section 2.7 state that, LRSD shall implement programs, policies and/or procedures designed to improve and remediate the academic achievement of African-American students, including but not limited to Section 5 of 5? this revised plan\nSection 2.7.1 specifies that: LRSD shall assess the academic programs implemented pursuant to Section 2.7 after each year in order to determine the effectiveness of the academic programs in improving African-American achievement. If this assessment reveals that a program has not and likely will not improve African-American achievement, LRSD shall take appropriate action in the form of either modifying how the program is implemented or replacing the program. An assessment of programs outlined in Section 2.7.1 that were not successful in improving the academic achievement of African-American children was conducted by the Curriculum and Instruction staff during the 1998-1999 school year. This assessment included an examination of Title I schools. The results determined that many of the Title I schools had not met their improvement goals which were based on the following:  SAT-9 Reading/Language Arts Grades 3 and Grade 5 - 1997\n SAT-9 Grade 5 Reading/Language Arts - 1998\nand  Arkansas State Grade 4 Benchmark Examination Literacy - 1999. Assessment activities also identified the absence of or lack of consistent delivery of literacy content standards established by the District. These findings contributed to restructuring Title I to support implementation of the District literacy plan to address these problems. This restructuring effort impacted all of the elementary schools with the exception of four magnet schools (Booker, Carver, Gibbs and Williams), who do not receive Title I funding. The goal of Title I is to provide support so that all children can achieve the rigorous curriculum content standards established by the State and the District. In response to the Little Rock School Districts Revised Desegregation and Education Plan and the Districts Strategic Plan, and the finding of assessment of programs, the Board of Directors adopted the PreK-3 Literacy Program during the 1998-1999 school year. The primary goal of 08/10/00 1 4:52 PMthe PreK-3 Literacy Program is that each child learn to read by 3* grade. To measure this goal, the District administered the Observation Survey and the Developmental Reading Assessment as pre and post measures in the fall of 1999 and spring of 2000. K-2 students continue to take this assessment until promoted to 3'^'* grade in order to measure their growth in literacy. The Observation Survey is comprised of 6 literacy tasks. The tasks have the qualities of sound assessment instruments with reliabilities and validities and discrimination indices established in research studies. The Survey is based on the notion of controlled, systematic observation, when a teacher sets aside time from teaching to become a neutral observer of children and to objectively record exactly what a child does on a particular task. Training is considered important for teachers who attempt to use and interpret the observation task da\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"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_2-125-0","title":"Progressive Missionary Baptist State Convention","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 Missionary Baptist State Convention, 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 Missionary Baptist State Convention"],"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. 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=21%7C2%7C4%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":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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