Report on process and organizational improvements for Arizona State Schools for the Deaf and the Blind

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Office for Excellence in

Government

1{ eport

on

Process anaOrBanizationa{ Improvements

for

ARIZONA STATE SCHOOLS

FOR THE DEAF AND THE BLIND

January 1993

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OFFICE FOR EXCEU. ENCE IN GOVERNMENT

REPORT

ON

PROCESS AND ORGANIZATIONAL IMPROVEMENTS

FOR

ARIZONA STATE SCHOOLS FOR THE DEAF AND THE BLIND

JANUARY 1993

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TABLE OF CONTENTS

Ust of Illustrations ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 3

Objectives and Approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 4.

Executive Summary 5

Other Issues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 10

General Impressions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Improvement Recommendations

Summary Usting 15

Program Alignment and Management Structure . .. 16

Optimize Clerical Support ( Near Term) ( Tucson) 49

Decentralize Personnel Decisions; Consolidate Training 58

Strengthen Data Processing Planning and Administration 70

Improve Food Service Process ( Tucson) , 72

Improve Food Service Process ( Phoenix) . . . . . . . . . . . . . . . . . . . . . .. 78

Privatize Campus Security ( Tucson) 83

Maximize Use of ASDB Facilities . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 87

Maximize Summer Campus Use . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 90

secure Behavioral Health Funding Cooperation 92

Improve AHCCCS Coverage for Selected ASDB Students . . . . . . . . . .. 94

Implement Demonstration Cooperatives 97

Establish " Business and Office Education Lab" ( Tucson) . . . . . . . . . .. 103

Streamline IEP Process 107

Improve low- Vision Services 112

Ust of Interviews .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .... . . . .. 115

usr OF IL1. USTRAllONS

f. ag §

ASDB - Current Organization ( Figures 1 - 12) 30- 41

ASDB - Proposed Organization ( Figures 13 - 19) ....•...•........... 42- 48

Attendance Tracking, Current Process ( Row Chart 1) •...............•• 52

Attendance Tracking, Proposed Process ( Row Chart 2) . . . • . . . . . . . . . . . .. 53

Current Recruitment Process ( Row Chart 3) 61

Proposed Recruitment Process ( Row Chart 4) . . . . . . . . . . . . . . . . . . . . . . .. 64

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OBJECTIVES AND APPROACH

The Office for Excellence in Government was requested by the Board of Directors of

ASDB early in 1992 to review the agency's operations and management structure and

suggest improvements which it felt were warranted. At that time, the Office was unable

to conduct such a review because of commitments to other executive agencies.

However, the review activity was able to commence in the fall of 1992, and began with

a " partnering" session on september 3. This was an all day workshop with ASDB

management, a representative of the agency's Board of Directors, selected teachers,

and Office of Excellence management and team members. The session culminated

with an written agreement, developed during the meeting, which outlined the

commitment of both ASDB and the Office for Excellence to conduct this review.

With the partnering agreement as a guide, and utilizing interviewing and analysis

techniques as methods, a review team of four indMduals began work on September

23, 1992. All members of the Board of Directors and more than three hundred

employees were interviewed, starting with top managers of the agency and continuing

until representatives of each area were contacted for information. The interview

sequence which was followed for the sections of the agency was the school areas of

instruction, instruction support, outreach, and administrative support.

The purpose of the interviews was to gain an understanding of the mission of each

section of the agency and the work processes that make up the activity of the schools

and its supporting network.

In addition to employees of the agency, interviews were conducted with selected

parents, alumni, students, other state and local agency representatives who interact

with ASDB, and school districts. Approximately forty classroom sessions were

attended and the residence halls of all the schools were visited at various times. A

member of the team also rode along during bus pick- ups of students.

At about mid- point of the review, three " pUblic" meetings with ASDB employees were

held to reiterate the team's purposes and methods, answer questions, and provide an

additional opportunity for employees to share information about ASDB beyond that

offered in individual interviews.

As restated at the outset of most individual contacts, the objectives of the review were

to examine and understand work processes, and the structure for work management,

and recommend improvements, including cost savings where appropriate, to the

agency's chief executive ( Superintendent) and its Board of Directors.

Team Members conducting this review were Carl Jager, Cathy Sartorius, Richard Vint,

and Amos Hatt.

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EXECUTIVE SUMMARY

An executive summary of our findings and recommendations for ASDB follows.

Recommendations are grouped under six categories:

1. Overall Agency Program Organization

2. Administrative Support Process

3. Space Use and security

4. Funding Resources

5. Campus Outreach and Extension

6. Educational Process

Improvement recommendations are of two types: ( 1) those the Excellence in

Government Office believes the school should begin implementation work immediately

and, ( 2) those which the school should apply additional analysis, assimilation of

feasible choices, selection of best option for achieving improvements, and

development of a specific plan for implementation. This work should be undertaken

as part of an internal quality initiative team.

Each recommendation for improvement is based on the status of the work process

or management structure in place at the time of the review of that component.

Where cost savings are indicated, the amounts are annually recurring.

Three recommendations include annually recurring cost additions; these

recommendations have varying degrees of anticipated ( but not determined) cost

recoveries and/ or cost avoidance quantities in the Mure. Even without an assurance

of recovery, the improvements represented by these recommendations are considered

by the Team to be vital in carrying out an effective ASDB mission.

OVERALL AGENCY PROGRAM ORGANIZATION

1. Improve Program Alignment and Management Structure

Significant changes should be made to the agency's present program

alignment ( both educational and administrative) and accompanying

organizational structure. Key operational objectives which can be achieved, in

addition to significant cost savings, are:

• The agency's chief executive ( superintendent) positioned close to the

edueationalleadership and decision- making of individual schools;

• Strengthened policy monitoring and management at top level;

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• Reduction of managerial layers;

• Within policy framework, more management autonomy at each campus;

• Strengthened and focused roles for first- line education leaders;

• More strategic alignment of business and education support functions;

• Closer tie ( through consolidation of management with respective school

principal) between classroom and extended learning function within the

campus residence halls.

Key elements of the realignment include:

• Tucson campus schools individually managed by principals with school

components consisting ofclassroom teachers, lead teachers for learning

outcomes, instructional aides and assistants, and residence " extended

learning" teams;

• consolidation of evaluation and assessment functions within an

instructional support group;

• more clearly distinguishing between instructional support and

administrative support entities and aligning accordingly, and;

• incorporating the accountability and management of all activities, both

educational and administrative, with the administrator ( principal) at the

Phoenix Day School for the Deaf.

Nine current positions will no longer be needed under the realignment; three new

positions will need to be added. Additionally, a significant number of managerial and

supervisory position descriptions will need to be revised to correctly describe and

account for duties to attain the new alignment objectives. An estimated $ 259,000 in

cost savings can be achieved, although redeployment policies and compensation

levels for revised positions will impact final savings, with final adjustments either raising

or lowering amounts somewhat

ADMINISTRATNE SUPPORT PROCESS

2. Optimize Clerical Sugport ( Near Term)

secretarial support for the administrations of the three Tucson schools ( Blind,

Deaf, and ADTEC) can be improved by having selected clerical staff reporting

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directly the schools' chief administrators. The recent move involving the

administrations of the schools into an integrated and more functional setting,

along with an upgraded telephone system, should assist in implementing this

recommendation. Once the overall agency realignment is complete, an

evaluation of reporting assignments should again be made; however, additional

secretarial resources should not be needed. An estimated $ 110,000 can be

saved with this recommendation. The reduction in FTE's would be 3.5.

Decentraljze Personnel Decisions; Consolidate Training

Delegating the authority for hiring decisions to certain management levels below

the superintendent and decentralizing some aspects of the personnel

recruitment system can result in substantial composite time savings.

centralizing the training program under the Personnel Office will ensure

diversity in the courses provided to the employees and help to focus attention

on core agency- necessary courses, such as health and safety, special

requirements for transporting special education students, clerical services and

food services.

Strengthen Pata processing Planning and AdministratiQn

We recommend that a - quality initiative team- be established to focus attention

on data processing needs, both now and in the future, and plans to meet those

needs. The team should be composed of data processing professionals both

within and without ASPS as well as users.

Improve Food service Process ( Tucson)

Assignment of selected duties to the housekeeping and warehouse areas,

adjustments to service line assignments and activities, the utilization of students

in the work process, and reduction of summer hours can result in a cost

savings of approximately $ 20,300. One FTE would be eliminated,

Improve Food servjce process ( phoenix)

Adjustments to the service line Process and a modest change of employee

assignments, in addition to reduction of summer work hours, wiH yield a cost

saving of $ 18,350. 1.5 FTE would be eliminated.

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SPACE USE AND SECURrTY

7. Privatize Campus security ( Tucson)

Based on experience on the Phoenix Day SChool Campus and comparisons

of likely costs in the Tucson area, we believe that security services can be

rendered at less cost under private contrad. Savings of approximately $ 28,800

can be achieved. The report recognizes the need, as well, to evaluate the long­range

needs of Tucson campus security.

8. Maximize Use ofMOB Facilities

We support ASDB's request to be granted authority to create an - enterprise­fund,

thus enabling capture of facility use dollars from community interests

external to the schools. .

9. Maximize Summer Campus Use

We recommend that a quality initiative team be established to work on options

and develop proposals for summer use of either or both campuses of ASDB.

FUNDING RESOURCES

10. Secure Behavioral Health Funding Cooperation

We recommend that a quality initiative team, composed of inter- agency

representatives, be established to work on effedive solutions dealing with the

cost and treatment of educating emotionally disabled sensory impaired children.

11. Improve AHCCCS Health Coverage for selected ASDB Students

Interaction with AHCCCS via an quality initiative study committee has the

potential to change current policies and procedures within AHCCCS and other

agencies to encompass ASDB students and their unique residential

arrangement, and acquisition of health care, during the school year.

CAMPUS OUTREACH AND EXTENSION

12. Implement Demonstration Cooperatives

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By all accounts of both customer ( parents, school districts, teachers and

specialists) and outside observers ( performance reports, accreditation reviews)

the fledgling cooperatives program is a su~ ss. Although three districts have

been authorized, only one has been funded. Cost estimates of funding the

remaining two total $ 279,000, which include 5.5 FTE and supporting

equipment. Based on successes to date with the one operating cooperative,

ASDB believes that benefits of immediate service improvements Qdentification

of sensory- impaired students and referrals) and later cost avoidance ( avoiding

enrollment at the more costly residential school of ASDB and avoiding

institutionalization of inadequately schooled adults) could be realized if

remaining districts were funded. We concur.

13. Establjsh - Business and Office Education lab- crucson)

ARS 15.1302 charges ASDB with the goal of educating sensory impaired

persons, so that they may become self- sustaining and useful citizens. Few

vocations provide as unlimited an opportunity for sensory impaired persons as

the business and computer field. Implementing this recommendation can

provide a direct opportunity for gaining meaningful employment and also result

in fewer social support services - down- the- road-. Estimated one- time cost

additions are approximately $ 54,000.

EDUCA110NAL PROCESS

14. Streamline IEP process

Our recommendation has both a short and long term component. We

recommend, in the short term, that the IEP form be standardized between

campuses, that the IEP coordination work be consolidated with the instruction

support area on both campuses, and that the representation at the IEP be

modified slightly. For the long term, we recommend that the IEP reporting

process be automated and the objectives for that accomplishment be

incorporated into the data processing needs assessment.

15. Improve Low- Vision Soryices

Absence of specialized low- vision services is currently one key area that

jeopardizes continued federal funding of ASDB's program. This

recommendation recognizes this need. Estimated cost additions are one FTE

( approximately $ 38,100) and a one- time cost of approximately $ 11,400 of

specialized equipment.

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OTHER ISSUES

During the course of our review, we noted several issues ( and in other cases issues

were noted for us) which we believe ASDB should work towards resolution. In most

instances, these items represent topics which, if resolved, could enhance the ability

of ASDB to effectively carry out its specialized educational mission; a few could require

extra resources to resolve. They are listed here without further comment.

1. Increase specialized educational equipment for instructional services,

particularly special equipment for blind education

2. Install an employee recognition program throughout the agency, with special

attention to programs operating in rural areas

3. Review current agency governing statutes and identify provisions which should

be updated

4. Continue the work to increase numbers of effectively " mainstreamed" ASDB

students within school districts

5. Establish a petty cash account for selected rural Regional Services and

CooperatiVe Program offices to use in purchasing locally needed inexpensive

items

6. Update training content and liberalize training opportunities for Regional

Services rural employees

7. Simplify and modernize the employee evaluation system, perhaps with a view

to differentiated systems oriented towards teaching and non- teaching staff

8. Evaluate possible benefits in placing certain aspects of ASDB Personnel policy

and procedures under DOA guidance or control

9. Consider internal " charge- back" system for budget unit transportation costs so

that usage data can be more closely monitored for vehicle replacemer; rt

purposes

10. Evaluate potentials for ASDB- SchooI District resource and space sharing

11. Evaluate potentials for streamlining student intake evaluation process

12. Evaluate potentials for post- administrative hearing process improvement

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13. Evaluate possibilities for shortening present ADTEC diagnostic process for

potential student referrals

14. Consider negotiating agreements to establish a preschool operation in the East

Valley ( Phoenix) area to accommodate the expected rapid growth in new

student populations

15. Assess the in- service training needs of selected ASDB staff and develop plans

for accommodating those needs

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GENERALIMPRE~ S

While nearly all areas of this student · direct service · aspect showed this commitment,

in particular ( and with the dear risk of inadvertentty omitting mention of several), Team

members would like to cite the following opinions as specific examples of this

dedication:

After spending a good deal of time with agency employees and observing many

activities on the campus over the past four months, the 0IIice For Excellence Team

has the following general observations about the agency. These are offered strictly as

comments from an · outside source · ; whether they are useful or not is a determination

the agency and Board of Directors can, of course, make on their own.

..

From all observations, in all schools, the teaching parents and " live- ins ·

provide excellent care for the residential students,

The continuing support of both the Board of Directors and the ASDB

Superintendent for the objectives of the review was welcomed by the

Team members.

As a group, the bus drivers and bus aides routinely show compassion

and concern for the bus riding student, which, in tact, helps to positively

set a stage for learning reception in the classroom,

The benefits provided to children and families through the outreach

efforts of the Cooperative and Regional Services programs appear to be

great. Especially noteworthy is the support and assistance provided to

identify options and strategies, particularly through the parent advisor

program, and finally,

The focus on both rehabilitation and vocational aspects as a corollary

to traditional dassroom education seems well integrated with the needs

for a well- rounded education,

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When observing the agency employees engaged in carrying out the schools' central

mission, that of delivering educational and teaching support services to sensory

impaired children, the agency presents a very positive picture of focused mission and

dedicated professionals. It is quite evident that most teachers and support indMduals

consider their work important and pursue their work with vigor and conviction. The

relatively long average tenure of employees at the agency is one indicator of an

abiding and stable commitment to the agency's mission. The team's observations of

classroom activity and personal interviews with a large number of employees, for the

most part, dearly exhibited this dedication.

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• The physical and logistical isolation of the Tucson campus headquarters

from Phoenix state governmentactivity ( particularly the large government

support systems administered by the Department of Administration)

somewhat handicaps the agency.

• As requested by the some members of the ASDB staff, The Office For

Excole:." 1C8Team examined the POtential for privatizing the transportation

service at both campuses; we have concluded that, even though earlier

evaluations of the same subject by the agency's transportation

department was not as comprehensive as it could have been, it is still

cost- effective to have the agency administer this service.

• Improvement is needed in the comprehensiveness and quality of a

data/ statistics Information base for the agency. In part, this may be able

to be addressed by the data management quality initiative recommended

in this report.

• During the course of the Team's review, we found that our objective,

that of process improvement recommendations, was not well

understood or, if understood, rarely accepted as a legitimate or

welcomed role. Pervasive was the opinion that the Team's objectives

held little beyond simple employee position reductions.

• For a variety of reasons, possibly in part due to the preceding two

observations, there was more than the usual difficulty in acquiring

necessary operational study statistics and data.

Once adopted, it is important that the Board of Directors and the. executive

management of ASDB move forward resolutely with implementation of the process

and organizational improvements listed in this report. Successful implementations are

marked by two attitudes: a strong commitment from senior management for

improvement and the designation of implementation leaders with the requisite mental

toughness to see the task through to completion. Since it is extremely difficult ( but

quite necessary) to separate process from employee contributors in that process, or

to separate organizational structure from indMduals who reside within that structure,

employee assurances and encouragements, as well as careful planning and plan

execution, should be much in evidence throughout the implementation time period.

Further, since some recommendations for improvement will involve position

reductions, and also a significant redefinition of roles for several management level

employees, it will be very important that employee reassignment and redeployment

actions be accomplished in a humane and consistently equitable manner.

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Consequently, the Board of Directors may want to review and possibly revise existing

personnel policies that pertain to reassignment and redeployment within the agency.

In this regard, the assistance and advice of the Department of Administration's

Personnel Division should be sought.

It is also important to note that during the implementation activity, modifications to an

original recommendation may become necessary because of new information or the

unexpected appearance of outside events which exert new influences. These changes

can be accommodated readily if a commitment to the basic objective of the

recommendation has been made at the beginning.

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... til ·

OFFICE FOR EXCELLENCE IN GOVERNMENT

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110.0n

20,337

18.340

71 Privatize C8mDUI 8ecurttv CTucaa'll No ( 3) 28877 Implem

81 MaxImize Use ofASDB Facliitlel Yes Implem

II Maximize summer Use No Potential AnalYsis

Potential

* IMPLEM: Recommendation 10 Implement

ANALYSIS: Issue, Impact, and Study Topics Defined;

Recommendation for Internal Quality k1itiative Resolution

Potential

220,700 I Potential

Pot8ntiaI

38,1061 Potential

58,300

54,005

11,400

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PROGRAM ALIGNMENT AND MANAGEMENT STRUCTURE

( Current organizational reference is the organizational structure in place at the onset,

on September 23, of the OFFICE FOR EXCEllENCE review)

CURRENT SITUATION

The Arizona State SChools for the Deaf and the Blind ( ASDB) consists of a residential

student campus in Tucson and a day school campus in Phoenix. Primary instructional

services are offered for both vision and hearing impaired students Oncluding some

students who are physically as well as sensory- impaired), at the Tucson campus and

for hearing- impaired only at the Phoenix campus. Extensive diagnostic and evaluation

services are offered at both locations, both as a prelude to determining if ASDB is the

appropriate placement for potential students as well as an aid to developing and

monitoring of the indMdualized instruction program for each continuing student.

Both school locations offer K- 12 instruction. Under selected agreements with various

outside groups, preschool activities are also offered. Outreach programs, to assist in

identifying sensory impaired children enrolled in schools in selected areas of the state

and coordinating needed specialized services for them ( apart from placement at

ASDB) are beginning to be a priority.

The school is controlled by a board of directors; each member is appointed by the

governor for overlapping three- year terms. The Board's primary exercise of control,

by statute, is through establishing policy for school operations and through hiring a

superintendent who in turn is responsible for day- to- day operations.

Assisting the Superintendent is the agency Personnel Office and two Associate

Superintendents: one responsible for KCurriculum and InstructionK,

the other for

" Business and FinanceK( Figure 1).

For Curriculum and Instruction, seven directors and one staff position-- an individual

responsible for coordinating grants, assisting in insuring rules and procedures

compliance, and administrating EDP projects- report to the Associate Superintendent

( Figures 2- 8).

The Phoenix Day SChool for the Deaf Director is responsible for Instructional program

at the school as well as the health and athletic services. Administrative services for the

school are managed through on- site coordinators ( transportation, food services, fiscal

services, and facilities) who report to respective Tucson managers and finally to the

Associate Superintendent at the Tucson facility.

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The Director for the School for the Blind manages the education program for the

visually- impaired, as carried out in both the classroom and the residence halls, and

the athletic program for all schools on the Tucson campus.

The Director of the School for the Deaf is responsible for hearing- impaired education

services in the classroom and the residence halls and is also responsible for the

outdoor recreation program.

The Director of the Diagnostic Testing and Education Center ( ADTEC) is responsible

for education services for the multi- handicapped severely sensory impaired, diagnostic

evaluations for districts and potential ADTEC students, and the vocational education

program.

The Director of the Department for Instructional Support services oversees the student

health center, the evaluation services for the Blind and Deaf schools ( but not ADTEC),

library and media center, curriculum and language services, and coordination of

instructional aides for the Blind and Deaf schools.

The Director for the Regional services Program manages the preschool outreach for

both the visually and hearing impaired children.

The Director of the Regional Cooperative Program is responsible for the development

and ongoing monitoring of evaluation and staff assistance for sensory impaired

students within selected school districts.

Four administrative Programs ( Figures 9- 12), covering both campus locations, report

to the Associate Superintendent of Business and Finance. They are Transportation,

Facilities, Administrative services Oncluding accounting, payroll, purchasing, and

warehouse operations), and Food services. As stated, the managers of

transportation, facilitles, and food services, who are located in at the Tucson campus,

are each assisted by an on- site supervisor located at the Phoenix campus.

IMPACT

In considering the impact of the current organizational structure and management, it

is instructive to compare the currentfunetional alignment with recognized management

and alignment principles:

LOWEST LEVEl/ UNrrARY MANAGEMENT

A service delivery program and the administrative support for that program are best

managed under a single manager. This allows the program delivery resources and the

necessary support components of those program elements to be fully deployed, and

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adjusted if necessary, by the single manager accountable for the program. Only at

the higher levels of an agency, where economies of scale may dictate a number of

specialized programs or support activities, would it be necessary to separate the

administrative support management from the program management assignment.

ASDB has some programs and areas where the service delivery aspects and the

administrative support components for that program are separate. The agency cites

size of program ( Business Administration and Personnel Management), specialty and

technical uniqueness ( DISS), and locationaIlogistics ( separate campus locations), as

reasons. In some of these instances, this organizational separation appears to function

without significant problems and indeed, because many of the support areas found

in DISS are specialty groups with work applications throughout the campus, there

could be value in further consolidating selected support programs even more.

STRATEGIC BUSINESS ALIGNMENT

It is a great assist in managing programs, particularly in the communication and

control aspects, if like programs and functions are positioned together in the

organization. This is often known as an organization's - strategic business alignmem-.

Thus it is important that groups within an organization which own similar objectives

and perform related functions are as closely aligned as possible.

At ASDB, educational services offered the blind and visually impaired students, the

deaf and hearing impaired students, and the multi- handicapped sensory- impaired

children are each managed separately. Some administrators within ASDB believe that

this is necessary, in part, so that each of these sensory- impaired communities will

· own- an advocate for that group's special needs and viewpoints.

SUPERVISOR TO UNE RATIOS AND COST- TQ- MANAGE

A simple comparison of the number of supervisors and managers to line employees

is one useful measure of the current status of employee empowerment. Similarly, the

total personnel cost of positions assigned to supervise and manage programs,

compared to the total personnel cost of those positions assigned to perform the

service or produce a product, is a useful ratio to help in quantifying and evaluating

true costs of services. Obviously, it would be in an agency's best interest to have the

lowest cost of management, relative to service delivery, that is praeticaple.

SUPERVISORY SPAN& OF- CONTROL

If management and supervisory positions are truly useful and correctly placed, the

employees who fill those positions will be engaged full- time and effectively in

supervisory and management duties. Although workers who require training or who

are engaged in work that is considered dangerous may require a relatively narrower

18

span of control, work which is designed to be carried out independently, or which is

common to several employees, can be guided by fewer supervisors and managers

having wide spans of control.

Within ASDB, spans of control vary widely throughout the agency with the widest

found near the first line service delivery aspects of education ( principal/ teacher) and

the narrowest in some of the Business and Finance areas, induding at the very top

of the organization which has only two line functions reporting to the Superintendent.

ORGANIZATION LAYERING

Layering measures refer to the quantity of line units or positions in an agency between

the service performance level and the agency director level. Closely related to spans­of-

control and strategic business alignment, the wider the spans- of- control and the

closer the agency's business functions are aligned, the less the need for layers of

management to effectively operate the agency.

In the ASDB educational services area on the Tucson campus, there are three layers

between the employees ( teacher/ instructional aide) daily rendering instruction to the

student and the chief executive officer of the school ( superintendent); four between

the residence teaching parent and the superintendent; four between the teacher and

superintendent on the ASDB Phoenix campus; and three to four in virtually all other

areas of the agency.

OTHER IMPACTS

Since the management of the Phoenix Day School administrative functions resides in

Tucson, there is some difficulty in readily responding to issues which need immediate

or on- site attention and decision. The director of the school is accountable for the

educational and educational support functions taking place on the campus, but not

for the administrative functions of food service, facilities, transportation, · and fiscal

services; each of these areas is managed by a separate manager in Tucson. The split

nature of the management also requires frequent trips to Phoenix by the individual

managers of these elements.

The education and diagnostic services for the multi- disabled severely sensory impaired

children ( MDSSI), now rendered within the Arizona Diagnostic, Testing, and Evaluation

center ( ADTEC) have evolved into a separate program with separate evaluation and

diagnostic specialists, as well as instructional aide and volunteer coordination not

shared with the schools for the blind or deaf. Interviews of employees and managers

within and without of the ADTEC program yielded divergence of opinions on this

situation: some believed the ADTEC students exhibited very specialized needs

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requiring specialized evaluations; others thought consolidation with similar specialists

from the Department of Instructional Support Services would benefit higher numbers

of students overall.

RECOMMENDATION

Information developed from interviews of school employees at all levels of the

organization, members of the Agency's Board of Directors. parents of students, and

former alumni; an analysis of the agency's mission and educational objectives; a

comparison of the agency's organizational structure with program managerial

principles; and extensive discussions with the ASDB Superintendent concerning the

agency's educational objectives all indicate that a number of realignment actions are

necessary and will yield both improvements and cost savings for ASDB.

We recommend, therefore. that the following organizational objectives be adopted and

the agency's organizational structure and program management be realigned as

described below ( See Figures 13 to 19). Educationally. the realignment can assist in

instituting and monitoring student achievement measures and strengthening the

learning tie between the classroom and on- site residence. Administratively. the

realignment will help to establish a more strategic business unit structure. improved

managementand control along with better inter- program communication, management

independence within a policy guidance structure. while also achieving. overall cost

savings.

Although reporting relationships at the mid- management level are altered by the

realignment, most supervisory relationships at the line level. particularly the support

components. will remain similar to those existing now.

Realignment Operational Objectives

1) Current. consistent. written agency- wide policy and procedure. along with

training, review, and compliance elements

2) Campus unit management integrity

3) Edueationalleadershjp able to be displayed and exercised by superintendent,

with as few levels as possible between this position and the on- line teaching

staff

20

4) Consolidation of educational focus as well as recognition of different needs of

sensory- impaired education represented by alignment of instruction groupings

into distinct schools

5) All elements of educational sugport aligned within a single group

6) All elements of administrative sugport aligned within a single group

7) learning outcome standards and measures established and monitored

8) Emphasis on consoljdating and strengthening first line educational leaders'

roles ( princiPals, lead teachers, and extended learning team leaders)

Since the objectives are, tor the most part, interrelated, it is important that all be

adopted.

Realignment Components

1) The central focus of the agency would be four core instruction groupings, each

headed by a single princiPal. In addition to the core groups, two support

groups for activities on the Tucson campus, one supporting instruction and the

other administration, would each be headed by a support manager.

The six groups are:

The Phoenix Day Deaf School

The Tucson Deaf School

The Tucson MDSSI SChool

The Tucson Blind SChool

The Tucson Instructional Support Group

The Tucson Administrative Support Group

All six group leaders, four princiPals and two managers, would report directly

to the ASDB Superintendent, who in tum, reports to the agency's Board of

Directors ( Figure 13).

2) A strong policy development and monitoring function ( one position), a function

covering the entire agency and encomPasSing both educational and

administrative functions, is established as a staff support to the Superintendent.

This position is also responsible tor long range agency planning and

rules/ policy ( both internal and external) compliance.

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3)

4)

5)

Utilizing policy developed by the Superintendent and adopted by the Board of

Directors, and carrying out group objectives and procedures within those

policies which have been established by the Superintendent, principals and

group managers will have the responsibility and authority to manage operations

in their respective areas.

Within the policy and objectives framework established by ASDB Board of

Directors and Superintendent, the Phoenix Day School Principal will have both

educational and administrative responsibility. Similarly within this framework, the

three Tucson principals will have both educational and extended learning

( residence) responsibilities.

Each school principal win function as the educational leader and program

advocate for the respective schools. Each will have a position within the school

( called Lead Teacher for Learning Outcomes) which will have responsibility, in

addition to teaching duties which may be assigned, for establishing and

monitoring learning achievement standards. The lead teacher will also assume

a role in curriculum development and ongoing curriculum advice as well. The

principals will also manage the assignment of classroom ( and in some

instances- residential) instructional aides and volunteers.

The Instructional Support Group will contain all elements directly related to

supporting the educational requirements of the core instruction schools,

including a consolidation of present ADTEC diagnostic/ evaluation specialists

with those currently in the DISS organization, as well the programs which serve

communities external to the agency, particularly school districts. As the

remaining two cooperative regions are developed ( See Improvement

Recommendation # 12), it is likely. that at some point the " program

developmenr role will diminish and the · program management · role will

become dominate. This may result in some overlap between the regional

services program and the cooperative services, creating an opportunity for

some potential management consolidation.

The Administrative Support Group will contain the business . functions of the

Tucson campus. In addition, the manager of this group will provide the

reporting coordination function reqUired when agency- wide requirements must

be met. Chief among these are agency student- related statistics, annual

reports, budget requests, and budget monitoring. In the case of the Phoenix

School campus, the coordinative roIe-- which belongs to the Administrative

Support Group Manager- and the administrative management role- which

belongs to the Phoenix School principal- must be clearly identified and

distingUished from each other.

22

6) Agency- wide personnel policy administration is placed as staff support to the

Superintendent

7) The sections of the Phoenix Day School for the Deaf ( Figure 14) are:

Lead Teacher for Learning Outcomes

Classroom Teaching Staff

Assistant Principal for Instructional Support

Business Office Coordinator

Athletics Coordination

The School personnel/ payroll coordinator position is placed as a staff position

to the School principal. Details of the basic levels of coordination with agency

headquarters in Tucson need to be established and adopted as part of overall

agency administrative procedures.

8) The sections of the MDSSI School Program ( Figure 15) are:

Lead Teacher for Learning Outcomes

Classroom Teaching Staff

Aide/ Volunteer Coordination

Extended Learning Team Leaders and Staff ( Residence)

9) The sections of the Blind School Program ( Figure 16) are:

Lead Teacher for Learning Outcomes

Classroom Teaching Staff

Aide/ Volunteer Coordination

Extended Learning Team Leaders and Staff ( Residence)

10) The sections of the Deaf School Program ( Figure 17) are:

Lead Teacher for Learning Outcomes

Classroom Teaching Staff

Aide/ Volunteer Coordination

Extended Learning Team Leaders and Staff ( Residence)

11) The sections of the Instructional Support Group ( Figure 18) are:

Vocational Education Coordination

Evaluation/ Assessment Coordination

Ubrary/ Media Supervisor

Athletic Coordination

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language Learning Coordination

Regional services Coordination

Cooperative Programs coordination

12) . The sections of the Administrative Support Group ( Figure 19), each headed by

a supervisor, are:

Transportation

Accounting

Facilities/ Maintenance

Purchasing/ Warehouse

Food service

Student Health services

Placed as staff support to the Administrative Support Group Manager is the

agency's data administration and grants coordination.

Realignment and Redefinition of Job Responsibilities and TaskS

Most, if not all of the Principal, Group Manager and staff support positions, as well as

several supervisor positions will need new job responsibilities delineated. Other

" leader" employee positions, for example, Lead Teachers and Extended Learning

Team leader positions, will need c1earty defined objectives, responsibilities and

standards established. A minimal amount of line employee positions will need to be

reevaluated as well. In some cases, new job responsibilities will represent portions of

existing. jobs with new duties added, in other cases old job responsibilities will be

replaced by new ones.

Pay classifications and rates will need to be established based on these new job

responsibilities. Pay rates for new positions, classifications and/ or responsibilities

should be set by a process that involves close coordination with the State Department

of Administration.

Recruitment for, and filling of, any new managerial positions created by the

realignment should be governed by the Agency's personnel policies, either those

presently in existence or modifications specifically developed to assist in implementing

this realignment eXJ*, titiously and fairly. •

Although outmoded processes and structures should never be protected, valued

employees should be protected to the fullest extent possible.

24

New positions required:

Exec. Assistant for Planning, Policy Development and Compliance ( Tucson)

Instructional Aide Coordinator- School for the Blind ( Tucson)

Business Coordinator- Day School for the Deaf ( Phoenix)

Certain responsibilities now existing will also be found under the realignment, but

because of the nature of considerably changed reporting relationships and other

responsibility or accountability modifications, old job titles will not apply. A

comparison of job titles with similar ( though not exact) responsibilities are:

To help in comparing - new and old- structures and to assist in estimating agency cost

savings as a result of implementing the realignment, a listing of managerial and

supervisory job titles currently in place but not needed in the realignment structure,

as well as a listing of positions not now existing but required, follows:

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Associate Superintendent

for Business and Finance

Director

Assistant Director

Principal

Dean/ Master Teaching Parent

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Existing positions but not reqUired:

Associate Superintendent tor Curriculum and Instruction ( Tucson)

Curriculum Coordinator ( Tucson)

Administrative Services Officer ( Tucson)

Assistant Facilities Manager ( Tucson)

Food service Supervisor ( Tucson)

Principals ( 2)- School for the Deaf ( Tucson)

Principal ( 1)- Day School for the Deaf ( Phoenix)

Residential Dean ( Tucson)

Administrative Support Manager

Principal

Assistant Principal

Lead Teacher

Lead Team Leader ( Residence)

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The exact number of Extended Learning Team Leaders required will not be known

until a needs analysis is conducted of supervision hours and duties required in each

campus residence hall. However, extensive interviews of the deans and selected

observations of residence hall supervision in all schools, inclUding observations of

dean work hours and activities, lead to the conclusion that at least one of the four

current residential dean positions would not be needed for reassigned job

responsibilities under the Lead Team Leader concept.

BENEFITS

Agency management of seParate campus locations ( ASOS- Tucson and POSO) is at

highest level ( Superintendent), instead of diffused throughout various levels and at

various points in the current business/ finance and instructional structure of the school.

Guidance of agency actions at separate locations can be accomplished through

established policy and procedures together with training and monitoring, instead of

through individual managers in both locations. Once fully implemented, it will be

unnecessary to control administrative decisions at Phoenix from managers in Tucson.

On the other hand, under the realignment, flexibility is afforded by having

accountability for operations at each campus residing at that campus. Indeed, the

entire program management at the Phoenix campus location is focused on a single

leader ( Phoenix Day SChool Principal), and not fractured between Phoenix and

Tucson.

Within the residential student program, more authority and responsibility for decision­making

is delegated the first- line supervisor ( Extended Learning Team Leaders). This

is critical since the first- line supervisor in the residential program is the only decision­making

person on duty at the same time as the line employees ( currently known as

Teaching Parents).

On the Tucson campus, the close association of the instructional aides with the

classroom ( and in some cases, the residence hall) teachers as well · the extensive

managerial role assigned the instructional support manager, suggests the placement

of instructional aide coordination within each school supervised by the respective

school principal. Thus decisions on both classroom teaching and direct teaching

assistance reside with the principal.

26

Layering is reduced in all areas of the agency, particularly in the direct education

services which, after all, is the central function in carrying out the mission of ASDB.

Only one level is between the superintendent and the teaching staff.

Under the realignment, specific organizational assignments for student learning

outcomes and measures are in place. On the Tucson campus. a closer link can be

forged between the residence learning environment and the classroom learning

environment. since both are part of a single principal management structure.

The realignment structure better focuses support management roles by having

instructional support activities in Tucson under a single manager as well as all

administrative support aligned under a single manager.

Cost reductions for the agency are calculated based on the following assumptions and

acknowledgements:

1) Positions listed above as existing but no longer needed in the realignment are

costed out at the entry level salary for that position.

2) The cost of positions listed above as newly needed positions in the realignment

is estimated at an entry level salary for positions with similar responsibilities

already existing elsewhere in state govemment.

3) An ERE ( Employee Related Expense) percentage of .232 of salary level is

added to position cost for Tucson campus positions and an ERE percentage

of .233 is added to Phoenix campus positions.

4) Salary levels of future incumbents of new positions in the realignment, because

of salary protections for most employees under ASDB's current redeployment

policy. will affect both savings and costs related to new and as well as

unneeded positions. These monetary effects, while acknowledged, are

unknown at this time and are therefore not calculated. To some undefined

extent, the calculation of existing incumbent salary at entry level ( in each

instance lower than actual level) will partially compensate for differentials.

5) Salary levels of newly defined positions in the realignment. because of new

responsibilities. may be different than similarly noted curreAt job titles. This

impact is also acknowIedged, but the monetary effect is unable to be calculated

or estimated at this time.

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I Positions no longer needed:

position

I Associate Superintendent

Curriculum Coordinator

I Administrative services Officer

Assistant Facilities Manager

Food services Supervisor

I Principal ( 2- Tucson)

Principal ( 1- Phoenix)

Residential Dean

I ERE at 23.2%

I TOTAL

New positions needed:

I Executive Assistant

Instructional Aide Coordinator

I ERE at 23.2%

I Business Coordinator ( Phoenix)

ERE at 23.3%

I TOTAL

I COST SAVINGS

I IMPLEMENTATION

I • Adopt realignment objectives.

I • Adopt realignment components.

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$ 51,330

27,531

35,687

26,201

20,920

n, 980

38,990

38,990

73,690

$ 51,330

26,201

17,987

29,831

7,951

391.319

132.300

$ 259.019

•

•

•

•

•

•

•

•

Develop, in concert with Department of Administration's Personnel

DMsion, job responsibility statements and appropriately corresponding

titles for each job responsibility classification.

Review, in concert with the Department of Administration's Personnel

DMsion, and adjust or develop as necessary, salary levels for the new

job responsibilities.

Review for applicability, and modify if necessary, ASDB's redeployment

policies.

Develop schedule for implementing realignment components.

Review, and modify if required, ASDB's recruitment policies.

Recruit, through internal and external methods, qualified personnel to fill

new job responsibilities.

Review current status of all agency educational and administrative

policies and procedures. Revise and approve as necessary.

Condud all updated job responsibility and policy training.

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- - - - ~ I" A ~ T~ HMlS IfI8R M rBF ., • BMn - - - cur....

!

BOARD

OF

DIRECTORS

PERSONNEL I- SUPERINTENDENT ~ SECRETARyl

COORDINATOR

J I

ASSOC. SUPT. FOR ASSOC. SUPT. FOR

COGWR'ALNlATlS lCE "-- CIRRICULUil AND ~ SECRETARyl BUSI NESS AND ~ SECRETARyl

EOP

INSTRUCTION FINANCE

- Phoenix Day School for the De. f

Instruction and Instruction SUpport

- School for the Blind

- School for the Deaf

- ADTEC

- Instructional SUpport

- Regional Services

- Cooperative Progr.. s

, ,

- Transportation

Tucson & Phoenix Day School

- Facilities

Tucson & Phoenix Day School

- Adaln Services

Tucson & Phoenix Day School

- Food Service

Tucson & Phoenix Day School

Figura 1

(..,..).

PHOENIX DAY SCHOOL FOR THE DEAF

ASSOC SUPT FOR

CURRICULUM AND

INSTRUCTION

DIRECTOR H ADMIN. SEC.

PHOENIX DAY SCHOOL & SEC.

COORDIIlATOR

FOR THE DEAF

I I

Current

STUDENT

HEALTH

SERVICES

I

LIBRARY/ MEDIA

I

COUNSELOR

PHYSICAL ED. SUPV

AND

ATHLETIC DIR.

JH/ HS PRINCIPAL

ASST. DIRECTOR ~

i

ELEMENTARY

PRINCIPAL

CAREER ED./

VOC. ED.

COORDINATOR

I

COORD./ CASE

MAIlAGER

CBI

CeMIINICAT ION

COORDIIlATOR

I

CBI TEACHERS

I

VOLUNTEERS

INTERPRETERS

Figure 2

- - - - - - - - - - - - - - - - - - -

- - - - - - - ~ H. F" fT. BL.- ---- cu.. -

~

ASSOC SUPT FOR

CURRICULUM AND

INSTRUCTION

DIRECTOR

ADMIN.

SUPPORT SCHOOL FOR : COUNSELOR I

THE BLIND

I I

PRINCIPAL PE/ ATHLETIC RESIDENCE DEAN

COORDINATOR

Figure 3

Current

SCHOOL FOR THE DEAF

ASSOC SUPT FOR

CURRICULUM AND

INSTRUCTION

LEARNING

DISABILITY

SPECIALIST

DIRECTOR

SCHOOL FOR

THE DEAF

I I SECRETARIAL

STAFF

. f3 -

~ ~~ L~'

ELEMENTARY HIGH SCHOOL

Figure ..

-------------------

--------------- ­ADTEC

- ~ rr'"

~

ASSOC SUPT FOR

CURRICULUM AND

INSTRUCTIOfI

DIRECTOR ADM

SECRETARIAL

ADTEC STAFF

I I I I

EDUCATIOfI DIAGNOSTIC VOCATIONAL RESIDENCE

EDUCATION

PRINCIPAL SPECIALISTS PRINCIPAL DEAN

Figure S

Current

DEPARTMENT OF INSTRUCTIONAL SUPPORT SERVICES

Is:

ASSOC SUPT FOR

CURRICULUM AND

INSTRUCTION

DIRECTOR

DEPARTMENT OF SECRETARIAL I INSTRUCTIONAL STAFF

SUPPORT SERVICES

I I I I I

EVAL SERVICE & LIBRARY/ MEDIA CURRICULUM AND STUDENT INSTRUCTIONAL

EDUCATIONAL PRINTING LANGUAGE HEALTH AIDES AND

AUDIOLOGIST SERVICES SERVICES VOLUNTEERS

Figure 6

-------------------

- --

~

_______ - - - - - - - " ren'"

REGIONAL SERVICES PROGRAM

ASSOC SUPT. FOR

CURRICULUM &

INSTRUCTION

DIRECTOR TUCSON

REGIONAL SERVICES SECRETARIAL

PROGRAMS STAFF

I I I

NORTHERN CENTRAL ASST. DIRECTOR CENTER

REGION REGION BASED

SUPERVISOR SUPERVISOR SOUTHERN REGION PRESCHOOLS

I

SOUTHERN KIT/ ADTEC CURRICULUM

REGION PROJECT GRANTS

SUPERVISOR OUTREACH FUNCTIONS

Figure 7

COOPERATIVE PROGRAMS Current

~

ASSOC SUPT. FOR

CURRICULUM &

INSTRUCTION

DIRECTOR

COOPERATIYE

PROGRAMS

I I

SUPY. • SUPY • SUPY•

NORTH CENTRAL SOUTH EAST SOUTH WEST

REGION REGION REGION

I

I I

SPECIALIST

TEACHERS AND

INTERPRETERS

• Region Authorized but not yet funded.

----------------

Figure 8

- --

- - - - - - - - - TRANS- PORT- ATION- - - - - - cI'IIt­~

ASSOC. SUPT. FOR

BUSINESS AND

FINANCE

TRANSPORTATlOIl

MANAGER

1 I

TRANSPORTATION TRANSPORTATION

COORDINATOR COORDINATOR

( TUCSON) ( PHOENIX)

Figure 9

.;.....

d

39

•-•

..

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______ - - ADM IN- ISTR- ATIVE- SER- V ICES- - - - - ! ur! r. n!! t-

ASSOC. SUPT. FOR

BUSINESS AND

fINANCE

ADMIN SERVICE

OFFICER

I I I

ACCOUNTING PAYROLL PURCHASING FISCAL

SERVICE

( TUCSON) ( TUCSON) ( TUCSON) ( PHOENIX)

~

F ISlur. 11

Current FOOD SERVICES

•~

ASSOC. SUPT. FOR

BUSI NESS AND

FINANCE

FOOD SERVICE

MANAGER

I I

FOOD SERVICE FOOD SERVICE

SUPERVISORS SUPERVISORS

( TUCSOIl) ( PHOENIX)

Figure 12

-------------------

- - - - - - - - - - - - - - - - - - prc;:_

ARIZONA STATE SCHOOLS FOR THE DEAF AND THE BLIND

BOARD of DIRECTORS

AGENCY

PERSONNEL 1---- 1 SUPERINTENDENT

COORDINATOR

EXECUTIVE

ASSISTANT

- Planning

- Polley Devel~ t

- Rule/ Polley Ca. pllance

•~ I 1----- I I I L

AdIIlnlstrative

PDSD I I MOSSI I IBlind School

I

I Deaf SChool I Iln. trUCtiOnal I

I

SUpport

Principal Principal Principal Principal SUpport Manager

Manager

Major Progr_ Major Progr_. Major Progr_. Major Progr_ s Major Progr_. Major Progr_ s

- Deaf In. tructlon - MOSSI In. tructlon

- In. tructlon SUpport - Re. ldence Extended

- C~ u. AdIIlnl. tratlve Learning

SUpport

- Blind In. tructlon

- Residence Extended

L. arnlng

- D. af In. tructlon

- R. sld. nce Ext. nd. d

L. arnlng

- Eval uatl on/

A••••_ nt

- Library/ Media

- R. glonal Servlc. s

- Coop. ratlv. Progr_ s

- Languag./ L. arnlng

- Athl. tlcs

- voc Ed

- Transportation

- Accounting

- Facilltl. s

- Purcha. lng

- Payroll

- Food S. rvlc.

- Stud. nt H. alth

Flgur. l3

PHOENIX DAY SCHOOL FOR THE DEAF

Propos. d

PDSO PDSO

PERSOIINEL PRINCIPAL

COORDINATOR

I

I I I I I

LEAD TEACHER CLASSROOM INSTRUCTIONAL BUSINESS

FOR TEACHING SUPPORT OFFICE ATHLETICS

LEARNING OUTCOMES STAFF ASST. PRINCIPAL COORDINATOR COORDINATOR

~

- Aldas

- CBI

- Language Laarnlng & Currlculga

- Eyaluation Ta..

- Library/ Media

- Counsalor

- Casa Managar

- Volunt. ar Coordination

- voc Ed Coordination

- Transportation

- Food serylca

- Fiscal Accts/ Payroll

- Facilitias/ Grounds/ security

- Studant Haalth

- Coachas

- P. E. Ta. chars

Figura 1~

- - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - - - - - - -- Proposed -

t

unSSI SCHOOL

MOSSI

PRIIlCIPAL

I

I I I I

LEAD TEACHER CLASSROOM AIDE/ VOlUNTEER • EXTENDED LEARNING

FOR LEARNING TEAM LEADER ( RESIDENCE)

OUTCOMES TEACHING STAFF COORDINATOR AND TEAM STAFF

* Fln. 1 nu. ber of required positions to

be detenelned . fter . n. lysls of new

Te.. Le. der role . pplle. tlon.

- Aides

- Volunteers

- Live In's

- Night House P. rents

FI Slure 15

~

SCHOOL FOR THE BLIND

BLIND

SCHOOL

PRINCIPAL

I

I I I · I

LEAD TEACHER CLASSROOM AIDE/ VOLUNTEER • EXTENDED LEARNING

FOR LEARNI NG TEAM LEADER ( RESIDENCE)

OUTCOIES TEACHING STAFF COORDINATOR AND TEAM STAFF

Proposad

• Final nu. ber of required positions to

be detenelned . ftar analysis of n..

Te.. Leader role application.

- Aides

- Volunteers

- Live In's

- Night House Parents

Figure 16

- - - - - - - - - - - - - - - - - - -

- - - - - - - - - - - ­SCHOOL

FOR THE DEAF - - - - _ P~ d _

&

DEAF SCHOOL

PRINCIPAL

I

I I I I

LEAD TEACHER CLASSROOM AIDE/ VOLUNTEER • EXTENDED LEARNING

FOR LEARNING TEAM LEADER ( RESIDENCE)

ClUTCOIIES TEACHING STAFF COORDINATOR AIlD TEAM STAFF

* Final nu. ber of required positions to

be dete~ lned after analysis of new

Te.. Leader role application.

- Aides

- Volunteers

- Live In's

- Night House Parents

Figure 17

Proposed

INSTRUCTIONAL SUPPORT

~

INSTRUCTIONAL

SUPPORT

MANAGER

I

I I I I I I I

VOCATIONAL EVALUATION/ LIBRARY/ ATHLETIC LANGUAGE REGIONAL COOPERATIVE

EDUCATION ASSESSMENT MEDIA COORDINATOR LEARNING SERVICES PROGRAMS

COORDINATOR COORDINATOR

- Work Education - Psychologists - Media Technicians - Coaches - Specialists - Parent OUtreach - Itinerant Teachers

- Interpreters

- Audiologist

- Public School

Asses_ ts

- OUtdoor Recreation

- Teachers

- Librarians

- Artists

- Case Managers - Copy $ arvlce

- Learning Disability

- OCcupational/ Physical Therapy

- COIIPuter Lab

- Job Skills

Instruction

- Independent Llylng - Diagnosticians

- Career Deyelo,.. nt - Audiologists

& Trensltlon

- Counselors

Figure 18

- - - - - - - - - - - - - - - - - - -

- - - - - - - ----- ­ADMINISTRATIVE

SUPPORT - - - - ~ pos_

ADMINISTRATIVE

SUPPORT

GRANTSI MAIlAGER

EDP

I

I I I I T 1

TRANSPORTATlOII ACCOUNTlIlG FACILITIESI PURCHASIIlGI FOOD SERVICE STUDENT

SUPERVISOR SUPERVISOR MAINTENANCE WAREHOUSEI SUPERVISOR HEALTH

SUPERVISOR PAYROLL COORD. SUPERVISOR

& - Drivers - Accounting Tech. - Grounds - Store Keeper - Cooks - Nun Ing Ste"

- Mechenlcs - Clerk Typist - House Keeping - Store Clerk - Food Service Workers

- Bus Aides - Melntenence - Peyroll Tech.

- Security - Clerk Typist

..

Figure 19

OPTIMIZE CLERICAL SUPPORT ( Near- Term)

CURRENT SITUATION

The Arizona Schools for the Deaf and the Blind, Tucson campus, clerical staff consists

of 25.25 FTE's. They are assigned to the agency's administration, schools, programs,

and staff.

The SChool for the Deaf has one secretary for the Elementary, Middle, and High

School as well as the Director's office and the Athletic Director.

The School for the Blind has one secretary for the entire school program. The

employee has been assigned to work in the High SChool. The secretary for the

School for the Deaf Director serves the Director for the School for the Blind.

The Arizona Diagnostic Testing and Education Center ( ADTEC) program has three

areas of clerical service; the school, diagnostics, and director. There is one secretary

assigned to each area. In addition, the Vocational program, which is within ADTEC,

has one secretary to assist the staff in that building.

The Department of Instructional Support Services ( DISS) differs in the overall

assignment of the clerical staff. There are 2.5 employees serving DISS; this

encompasses evaluation services, library/ media/ printing, curriculum and language

services, communication, and instruction aides and volunteers. Student Health

Services has a clerical assistant for its clerical needs. Unlike the schools and ADTEC

which house their clerical staff in the same building they serve, DISS staff are located

in three different buildings on campus. The DISS clerical staff are housed in the same

building as their Director.

The Cooperative Program has two clerical staff with one located in the Flagstaff office.

The employee on the Tucson Campus is part time and serves the Director and also

supervises the Aagstaff clerical employee.

There are 4.5 secretaries in the Regional Services Program ( ASP). The Tucson

campus houses 2.5 FTE's while the other two are located in Aagstaff and Phoenix.

This program, as well as the Cooperative Program, serves the staff assigned to the

same building but also serves employees placed statewide.

The main Administrative buildings have five ( 5) clerical FTE's; one secretary each for

the Associate Superintendents, one clerical person for the Superintendent and one for

Personnel. The fifth clerical employee is the main switchboard operator for the school.

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These employees' duties are similar in that each performs filing, typing, copying, and

phone duties. Each department has a supervising secretary, with the exception of the

Blind SChool employee who is supervised by a secretary in the Deaf SChool. Other

duties the clerical staff perform vary with the uniqueness of the program/ area. For

example. the school secretary's responsibility would be attendance reporting with

more parent and teacher contacts. The evaluation areas would generate more typing

due to student evaluation reports. The statewide programs would require more

assistance in tracking employees and their payroll as well as students placed in the

public school districts.

A move of several programs to the new Middle SChool, Elementary SChool and

Learning Resource center bUildings takes place in early 1993. This move distributes

the clerical staff by assigning two DISS clerical staff to the Learning Resource Center,

two clerical to the Elementary SChool, six clerical staff to the ADTEC building, and four

secretaries to the Middle SChool.

After the move, a new phone system will go into effect. Each building will be assigned

one trunk line which will rotate to other lines when a line is being used; the

Business/ Finance office will function the same although some staff will have direct

lines. The administration building will be the exception to this process in that there will

be a switchboard with multiple main lines. These lines will not be the same lines as

the other buildings but used as a main school number. The school as a whole will

have an intercom system for calling from office to office, but callers from outside the

school will not be able to access these offices without funneling through the trunk

lines.

IMPACT

The secretarial staff is not utilized as effectively as it could be. The secretaries

assigned to supervise are delegating their clerical duties to their staff and are leaVing

their work. stations to oversee clerical persons who are assigned work by other

employees.

Secretaries are not utilized fully during the summer months. When the students are

on summer vacation, clerical duties such as student attendance, teacher assistance,

and distribution of various materials are reduced.

Clerical staff are not located in the area which they serve. Many staff must deliver

their assignments to another building either by walking the assignment there or

utilizing interoffice mail. For example, the DISS Curriculum. Communication. and

Ubrary/ Media Supervisors and staff are located several buildings away from the DISS

clerical staff; when these programs need clerical work done, individuals must deliver

the work to another building where the clerical are housed.

50

The evaluating supervisor does not assign the work to the clerical person this

employee oversees; consequently, the employee must rely on others for input on the

employee evaluation. In addition, some clerical supervisors must leave their building

to oversee their employees. This results in ineffective utilization of the supervising

secretary since that person is not at her work station.

Clerical staff are not cross- trained, increasing the need for temporary assistance in

cases of absence or extended leave.

The attendance process unnecessarily increases the workload\¥ the clerical staff. For

instance, the clerical staff must call parents in the event of an absence, call

classrooms for absences, record absences in a book, and report absences to the

Director of the department, the student health center, principal of the school, and

accounting.

A cluster of clerical staff will result in the Middle SChool from the upcoming move. All

other bUildings will have two clerical staff assigned to them; with the exception of the

ADTEC building who require typists for the evaluations. The Middle School clerical

assignments are not consistent with the above mentioned plan.

RECOMMENDATION

1. Reduce the number of c1erical · employees for the summer months, when school

. teachers are absent. Employees would consist of one secretary for each

school: High School, Middle School, Elementary; one secretary for the RSP

program; one for the ADTEC building; and, a full staff for Administration.

2. Streamline the attendance process. ( See Rowcharts 1 and 2)

a. Redesign the attendance form incorporating staff and students.

b. Give the Clinic the responsibility of calling absentees, gathering

the total absentee numbers, placing onto one form, and

distributing the form to the appropriate parties.

3. Assign the clerical staff the duties which serve the building/ program in which

they are housed.

4. Assign students to perform clerical tasks under the Vocational Program, for

. example: mail delivery and distribution, filing, shredding, TOO calls and

copying. This program is discussed further elsewhere in this report.

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- - - - - - - .. A"' NDlPE ilACKI="

CURRENT PROCESS

.. - - - - - -

CLERICAL TEACHERS SUPERVISING

SECRETARY

~

2

ATTENDANCE TRACKING

PROPOSED PROCESS

TEACHERS TRANSPORTATION STUDENT HEALTH

g;

CALL PARENTS

AND

COMMENT

-------~----~------

54

BENEFIIS

Placing clerical staff in the same building with the program staff they serve will reduce

6. Cross- train all clerical staff in word processing. computer techniques. student

history intake process. filing, personnel processes. and any other duties that

would enable a secretary to perform the secretarial duties of another program

area

DEPARTMENT

Cooperative Program Tucson (. 5 FTE)

School for the Deaf

Regional Services Program Tucson

Associate Superintendent Curriculum

Administrative Secretary I

Administrative Support Supervisor I

Administrative Secretary II

Administrative Secretary III

pOsmON

5. Implement an objective. to the extent possible. of assigning clerical supervisory

duties to the administrators who generate the work. for example. the clerical

assigned to the schools would report to the principal of that building; the

clerical assigned to the Learning Resource Center would report to the

administrator of Instructional Support Services; and the clerical assigned to the

administration building would report to the administrator of their department.

The majority of ASDB clerical staff will maintain a " teacher schedule- which means

working 181 days a year ( otherwise known as ten ( 10) month emplOyees). This

schedule is implemented due to summer vacation for the students as well as holiday

breaks. The need for clerical assistance during this time is reduced. To operate with

a reduced crew of clerical employees during these vacation and holiday periods would

result in a cost savings.

7. Delegate the Board of Directors' requests to a single clerical person, the

Superintendent's Executive Secretary. This employee will act as liaison and

also track and assign work. In addition. the employee will delegate the work to

appropriate staff for completion.

8. Eliminate 4.0 clerical staff:

9. Assign two full time clerical staff to each building/ school ( except ADTEC) to

accommodate the new phone system. At ADTEC. assign in addition to one full

time employee. the part time clerical staff to serve the evaluators. The nature

of these duties is too time consuming to station less than three ( 3) part time

and one ( 1) full time employee. totalling 2.5 FTE's.

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travel time of the document/ work from person to person and increase output of work.

The direct supervision and evaluation of clerical staff by the person generating the

work for that clerical person would produce more objedive reviews for the clerical

person. The process would be less cumbersome since the work would be diredly

experienced by the supervisor without secondary input from other employees. In

addition, the hours spent by the supervisor · overseeing clerical employees will be

eliminated allowing for additional, qUality assignments. This recommendation would

be consistent with the clerical serving the area they are assigned. The Administrative

Support Supervisor I would no longer be required; the supervision will be assigned the

professional staff whom the clerical person serves.

Cross- training all clerical staff will reduce the need for temporary help and allow for

serving the public in a more expedient manner. The school and administrative staff

will receive assistance more readily as well.

A new attendance process would decrease the time and workload of the clerical staff.

A new form used by all schools which incorporates staff with student attendance, such

as the form and process utilized at PDSD, would be useful. This same form could be

designed to fit on one master form to be distributed to appropriate staff. This master

form can be generated, copied and distributed from the clinic. This would eliminate

the need for a secretary to up- date records. The record up- date in the system could

be done in administration.

The most needed improvement for the attendance record keeping process is a

computer network. This would greatly reduce the aforementioned steps. The

responsibility of input would be with each school secretary but all departments could

access the information.

The ASDB Board of Directors needs a clerical person to perform various tasks.

Though the duties would not be constant, it would benefit ASDB to assign a clerical

person to ad as liaison to the Board. This person would track the work requests and

delegate them to the appropriate clerical staff for completion. An additional FTE

should not be needed.

The administrative secretaries, upon elimination of various duties such as supervision,

could be utilized in the manner their titles dictate. They would be available for more

typing, phone assistance, evaluation typing and other duties of a clerical nature. In

particular, the secretary to the Superintendent could be best utilized in this manner if

the Board of Directors' requests were handled as described above.

The distribution of these assignments, as described above, allows for the elimination

of 4.0 clerical staff.

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• Develop a plan for placing the clerical staff in their assigned buildings

and outlining their duties according to support assignments.

Cost savings for positions recommended to be eliminated are based on an entry level

salary as indicated on the 1993 salary schedule. Salaries of employees currently

placed in the position or expected to remain upon implementation of

recommendations may actually be higher than the figures shown.

POSITIONS EUMINAlED

ANNUAL

SALARY

$ 8,755.50

20,019.00

18,737.00

20.019.00

$ 67,530.50

+ 15667.08

$ 83.187.588

GRADE fIE

12 0.5

14 1.0

13 1.0

14 1.0

ANNUAL SCHYR

SALARY SALARY OIFF.

$ 17.511.00 $ 12,998.94 $ 4,512.06

17.511.00 12.998.94 4.512.06

17.511.00 12.998.94 4.512.06

17.511.00 12,998.94 4.512.06

17,511.00 12,998.94 4.512.06

8,020.00 5,956.91 2,063.09

8.755.50 6,499 · 47 2.256.03

$ 104,330.50 $ n. 451.08 $ 26,879.42

$ 26.879.42

GRADE

12 FjT

12 FjT

12 FjT

12 FjT

12 FjT

O9PjT

12 PjT

REDUCTlQN IN HOURS

CLA$ SIACADON

Admin. Secretary I

Admin. Support Supv. I

Admin. Secretary "

Admin. Secretary III

CURRENT

DEPARTMENT

Coop. Program ( Too)

Deaf School ( Too)

Reg. Svs. Prog. ( Too)

Assoc. Supt Curro

Tota!

ERE (. 232)

TOTAL SAVINGS IN POSmONS

IMPLEMENTATION

CURRENT

DEPARTMENT CLASSIACADON

DISS ( Too) Admin. Secretary I

ADTEC ( Too) Admin. Secretary I

Voc ( Too) Admin. Secretary I

Deaf Mid. ( Too) Admin. Secretary I

VI School ( Too) Admin. Secretary I

Athletics ( Too) aerie Typist

RSP ( Too) Admin. Secretary I

Tota!

TOTAL SAVINGS IN SALARY

The total savings to ASOB woUd be $ 110,077.00.

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Revise or develop office policies consistent with the recommendations

of this report.

Once agency realignment is complete, reevaluate clerical staff

assignments.

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DECENTRAUZE PERSONNEL DECISIONS; CONSOUDATE TRAINING

CURRENT SrruAT10N

The personnel department for the Arizona SChool for the Deaf and the Blind ( ASDB}

consists of a Director. two Personnel Technicians. and a secretary. One of the

Personnel Technicians is located at the Phoenix campus.

This department functions as the office for:

Affirmative Action

Employee Relations

Classification and Compensation Review

Market Surveys

Industrial InjUry Tracking

Recruitment

Grievances

Employee Health Monitoring/ Tracking

Employee Evaluation Tracking

Personnel Policy and Procedure

Time Sheets Monitoring/ Tracking

Employee Benefits Tracking

The two Personnel Technicians are responsible for the recruitment and employee

orientation processes at their respective campus.

Nationwide recruitment is vital · to the ASDB and PDSD campuses since the

qualifications for employment are often quite specialiZed.

The recruitment process takes five ( 5) to seven ( 7) weeks to complete. The program

or school supervisor/ manager is responsible for requests to fill. review and interview

of applicants. choice of the applicant. and the recommendation of the candidate to the

Superintendent. The Personnel Office is responsible for reviewing the forms for

accuracy. distribution and tracking of the forms for signature. advertising. sorting of

applications and maintaining a file of applicants for each position. and sending letters

of denial to applicants. The forms are distributed to. and signatures are required by.

the hiring supervisor. the Director ofthe school/ program. the personnel office Director.

the payroll person. the Associate Superintendent. and the Superintendent.

58

The technicians are assigned to serve on the Personnel Policy Advisory Committee

( ASDB Administrative Policy 92- 2) along with the Personnel Director and

representatives of each school and program. This committee was established for the

purpose of bringing to management's attention personnel policy areas that need

review and/ or action.

The technician position acts as the personnel liaison for school employees as well as

prospective employees; answering questions relating to benefits, job announcement

dates and descriptions, pay plans, and simple issues in personnel policy.

The employee Management By Objective ( MBO) evaluation process, including due

dates and evaluations for all employees, is tracked by the personnel technicians. All

employee demographics and certifications are maintained in the system by the

technicians.

The Tucson and Phoenix technician positions differ in that Tucson is the " home" office

where permanent personnel records are maintained and all insurance tracking, record

keeping, and billing is performed. The Tucson technician reviews these records for

accuracy and files the Personnel/ Payroll Action ( PPA) and also logs the Recruitment

Authorization Information ( RAI) form data. This employee receives assistance from the

personnel secretary with filing, employee fingerprinting, and Industrial InjUry tracking.

The Phoenix technician performs the fingerprinting process required for personnel

background research. This employee acts as liaison for the employee grievance

process and verifies employment. The Phoenix campus personnel department does

not have clerical support to complete filing, simple public inquires, typing and copying.

The Personnel Director oversees all processes and procedures for the Phoenix and

Tucson office. The position is responsible for compliance of OCCupational Safety and

Health Administration ( OSHA) health guidelines and all reports ( quarterly, monthly, and

annually) to the Board of Directors, Superintendent, and payroll. This employee is

also the Superintendent's advisor when issues arise requiring expertise in personnel

law.

Employee training for teachers is coordinated by the Curriculum Coordinator at both

campuses. Training for employees in other areas such as foods, clerical, and

transportation is coordinated by a person within that program or school.

IMPACT

The recruitment process is cumbersome and results in a number of inefficiencies.

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The Phoenix Day SChool for the Deaf ( POSO) personnel processes are delayed

additional time in comparison to Tucson due to the distance between cities and the

requirement to receive approval from an administrative person in Tucson.

The training for the employees at both campuses is focused on the institution of

education and is not diverse enough to cover other areas of concern such as

employee health and safety, transportation techniques, clerical and foods.

Employee health and safety guidelines, as required by the OSHA, is assigned to the

personnel office, but health issues require attention from a health specialist such as

the nurse at the health center.

The lack of clerical support at POSO personnel delays processes and adds time

consuming tasks to the technician's workload.

The grievance process is a lengthy process which often consumes large amounts of

the personnel director's time. '

ASOB and POSO are not utilizing all resources for recruitment, thereby limiting

potential specialized employee responses.

There are too many separate employee tracking systems in place; for example, the

employee demographics, certifications, position, and pay scale are separate programs

or forms for tracking that the technician must access to complete.

The Superintendent and the Personnel Director are responsible for reviewing and

signing routine employee changes or requests such as annual payroll tracking and

requests to fill which are relatively low priority.

The ASOB and POSO supervisory and management staff are not utilized in the

personnel process and reporting. The personnel office performs the majority of the

paperwork which could be delegated to the hiring manager/ supervisor.

RECOMMENDATIONS

1. Streamline the recruitment process ( see Rowcharts 3 and 4).

60

ARIZONA SCHOOLS FOR THE DEAF AND THE BLIND

CURRENT RECRUITMENT PROCESS

3

HIRING SUPERVISOR I SCHOOL/ PA08AAM I PERSONNEL TECHNICIAN I PERSONNEL SECRETARY I PERSONNEL DIRECTOR I DIRECTOR

PAYROLL OFFICE ASSOCIATE

SUPERINTENDENT

SUPERINTENDENT

I RECRUITMENT I AUTHORIZATlOII

~ :. :./

RECORD

REVIEWISI. 7

\ 11I • ~

I'OSITIOII

COIITROL

:~ f REVlEW/ SIOll 7

ENCUNIIEA - 7 I I ~

DOLLAAS III _ ND

~

SENII . ~ L.=.

..- I L

ADVERTI~~ I'OSITIOII . ~

I I

~

- .. - -- _ - .. 1iIIIiJ'" : -

PAGE 1

lLLNCS. l -

--~~--~~~~~~~-~~~~-

ARIZONA SCHOOLS FOR THE DEAF AND THE BLIND 3

CURRENT RECRUITMENT PROCESS

HIRING SUPERVISOR I SCIlOOL/ 1' II08MII I PEIlSOMIlEL TEC: H11IC: IAN I PERSONIlEL HC: IlETAllY I PERSONNEL DlllEC: TOR I PAYROLL OFFIC: E I ASSOCIATE I SUPERINTENDENT

DlllEC: TOR SUPERINTENDENT

~

/ APIPlEUCC: EAIVTElON /

~. ~/ DETACH EEO PAGE /

~

/ c: opy fiRST /

PAGE

. i

MAilE FILE

/ IlEVIEW I SEND C: REATE

APPLICATION PACIlET PACIlET

~

/ INTERVIEW /

~

/ C: HOOSE CANDIDATE /

~

/ C: OIII'LETE PACIlET /

~ PAGE Z

lLLNc: 5el

ARIZONA SCHOOLS FOR THE DEAF AND THE BLIND

CURRENT RECRUITMENT PROCESS

3

HIRING SUPERVISOR I SCIlOOL/ PROGIWl

DIRECTOR I PERSONNEL TECHNICIAN I PERSONNEL SECRETARY I PERSONNEL DIRECTOR PAYROLL OffICE ASSOCIATE

SUPERINTENDENT

SUPERINTENDENT

POSITION

CONTROL

..----+ I~ FlEW SIGNPACIf: 1';- j-

I

~".. I1';;'-;;;"-,..,,,,,,,/

~ :' C=

INfORM lION- HIRE /

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PAGE 3

lLLIlC5el --_ .. -_ _ I .. ~-

- - .. .. .. .', J .. .. .. .. ... .. .. .. ..' •. .... -

ARIZONA SCHOOLS FOR THE DEAF AND THE BLIND 4

PROPOSED RECRUITMENT PROCESS

HIRING S~ ERVISOR I PEllSONIIEL TECHNICIAN I PERSONNEL SECRETARY I PAYROLL ClfflCE I CONIUTTEE

( OVER GRADE 17)

/ REQTOUEST /

FILL

~ ./ ADVERTISE J'---------------------~

~

/ Al'f'LRlECCAETIVlOENS / A, EVALlIAT

i ~

/ EDEOETAACNHD I ./ FILE /

fiRST PAGE

~

f TYPE UST /

/ ~ REVIEW! I INTERVIEW I

~

/ SELECT CANDIDATE /

~

/ NOTIFY NON- HIRE /

6 PAGE 1

ILLMC5eZ

ARIZONA SCHOOLS FOR THE DEAF AND THE BLIND

PROPOSED RECRUITMENT PROCESS

4

COIlIlITTEE

( OVER GRADE I7)

PERSONNEL SECRETARY PAYROLL OFFICE

I ~ IFILE

HIRING SUPERVISOR PERSONNEL TECHNICIAN

m

PAGE 2

-_ .. - .. _ - '.> .. " IL. LIlC5e2

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2. In concert with the program realignment recommendation discussed elsewhere

in this report, reduce the authority of the Personnel Director over the Phoenix

campus Personnel Office and place this office under the direction of the

school's Principal. The personnel record maintenance and assistance to

employees in Phoenix and the Northern regions will be done at POSO; the

employee record maintenance and assistance in Tucson and the Southern

regions will be at ASDS ( Tucson).

3. Centralize the coordination of the employee training by placing the coordination

function with the Personnel Office.

4. Assign the OSHA compliance and tracking of employee health and safety

issues to the Health center.

5. Assign the PDSD Principal's Administrative Secretary to assist the personnel

Technician.

6. Assign the coordination of the grievance resolution process to the Personnel

Technicians at both campuses.

7. Add the Department of Administration ( DOA) to the advertising process by

posting position vacancies in the DCA recruitment process.

8. Assign the hiring supervisor additional responsibilities in the recruitment

process; for instance, the job denial letter to non- selected applicants.

9. Redesign the PPA form to include employee demographics and certifications.

In addition, input the form into the computer system for easy access for

change, addition, and storage.

10. Eliminate the requirements for signature on the PPA form and the RAI form by

the Superintendent, Personnel Director, Director of the department, and payroll

office. Develop a Personnel Committee for review of applicants for grade 17

and higher. Delegate the Personnel Director to have authority to approve hire

requests. At PDSO, the Principal Qn concert with the realignment authority)

would be the assigned administrator to approve hires.

11. Assign an existing staff person as personnel coordinator for eaCh school or

program as a liaison to the personnel department.

12. Assign the personnel coordinator to track positions within that school/ program

through the Position Control report and provide the personnel office with a

copy. The Personnel Office will distribute copies of the report to the

appropriate staff.

66

13. Detach and file in the personnel office the top page of the job application form

instead of copying the application. The Personnel Office will provide the hiring

supervisor a list of applicants which includes the applicant names, phone

numbers, and addresses.

BENEFITS

Decentralizing the recruitment process within the Personnel Office will reduce the

waiting time for filling a position as well as alleviating the stress generated in the

department when duties are reassigned to other staff due to employee absence.

More delegation of authority to the PDSD Personnel Office will accelerate the

personnel recruitment process. It will centralize the maintenance of employee records

at the school in which they are employed, including records on retirement insurance

and industrial benefit tracking. Employment and benefit requests/ inquiries can be

completed more expeditiously.

Training services provide employee career enhancements and current updates in

techniques. By centralizing the coordination of training within personnel, the topics

for in- service or workshops would be suited to each school/ program since the

Personnel Office has information on all employees, position descriptions and their

training needs.

The OSHA guidelines that are of a medical nature should be assigned to the medical

staff at the health center to assure its compliance and to perform the tracking of the

employees affected. This would reduce the responsibilities of the Personnel Office,

allowing for more time to focus on other projects and programs.

With review and some realignment of duties, the Administrative Secretary at PDSD

would be available for providing some assistance to the Personnel Technician; the

Personnel Technician would then be able to focus on additional duties which would

be assigned when the school gains more independence of personnel decisions.

By assigning the grievance process to the Personnel Technicians, the Personnel

Director would take on more of a guidance role to the technicians reflecting a

reduction in time spent counseling all staff. The technicians would conduct all

interviews required for research purposes and place in report form for review. This

would allow additional time for the Personnel Director to research, recommend, and

implement new programs in the main personnel office.

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The DOA would be a good recruitment advertising resource since it contaet5 all State

agencies in Arizona. The percentage of people contacted would be numerous since

the advertisements would be read by those missing the newspaper or other

publications. This would include employees who work in departments such as

Department of Economic security and Federal Social security Offices that provide

services to the handicapped.

Delegating some steps in the recruitment process to the hiring supervisor would allow

the personnel technician more time to complete other administrative tasks.

The redesign of the PPA would eliminate two additional programs that must be

accessed separately for inPUt in the computer system. The single page form would

allow the staff to view employee's demographics, certifications, grade and step, pay

plan, work location, job title, insurance choice and State hire date. A hard copy would

be filed in the personnel file. This form would be easily accessible and easily changed

when programmed into the computer system.

The hiring process would be performed by the hiring supervisor with guidance and

assistance from the personnel office. The positions and their salary base would be

established previous to the r$ Quest to fill. The elimination of the steps for recruitment

approval should reduce the hire process by one week. Umiting approval signatures

to the hiring supervisor and personnel technician would reduce the time an additional

four days or one week. This could result in three weeks or less for advertising and

interviewing. Positions higher than a grade 17 or certain specialized positions would

require a more involved review as the qualifications become more specialized; a

personnel review committee would perform this function which would continue to

reduce the superintendent's role.

The process requesting to fill a position would benefit by assigning the paperwork and

liaison duties to a personnel coordinator. The coordinator would be able to complete

the work in a more timely manner and be readily available to personnel for assistance

when called upon.

The time required to create the position control report would be reduced if each

school/ program tracked its own positions and vacancies. This reportwould then be

sent to a central location ( Personnel Office). The pages from all the

schools/ programs would be attached together in preparation for distribution to the

appropriate parties.

68

The application page listing the applicant's demographics is not needed for the

interview, therefore, the Personnel Office would maintain application records more

efficiently as well as save on copying by detaching and filing the top page of the

application. The hiring supervisor only requires an interview list of all applicants which .

includes their address and phone number. Attached to the list would be their work

and educational history. This process would centralize and maintain the recruitment

application process with personnel.

IMPLEMENTATION

• Review and reassign employee duties.

• Review, revise, and add policies and procedures consistent with the

recommendations.

• Realign reporting process organizationally upon gMng POSO authority

in its overall management of the schools/ programs in Phoenix. This

means that the Personnel Technician would directly report to the

Principal of the school.

• Redesign the PPA form and place on- line in the computer system. This

may require some cost to the school for the printing of the new forms.

No comPuter software need be purchased.

• Transfer appropriate Personnel files to POSO.

• As a result of the redistribution of duties to the Personnel Technicians,

the Personnel Director will be able to begin developing programs and

guidelines for employee training. Some significant areas of in- service

training are the grievance process, communication, recruitment process,

health/ safety, and the areas of concern addressed in this report which

require change/ imProvement of the agency.

• Ust the employees affected by these recommendations and set times

and dates for training. .

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STRENGTHEN DATA PROCESSING PlANNING AND ADMINISTRATION

CURRENT SITUATION

ASOB's data processing needs are served by a System 36. The System 36 is

accessed through numerous individual terminals. Terminal availability is limited and

some staff cannot access the system. Other information service demands are met

through the use of individual or stand alone desk top computers.

ASOB has prepared a Long - Term Technology plan to meet information services

demands. The plan identifies needs in three ( 3) major divisions, Administrative,

Instructional, and Instructional Support.

Until recently the System 36 has been operated by two half- time positions.

IMPACT

Some enrollment and other student records as well as many of the Individualized

Education Programs ( IEP) are handwritten and not integrated into the computer

system.

The current EOP system does not appear to have kept pace with equipment needs,

maintenance and support services. Many of the instructional and administrative

employees expressed concern over the limited availability of EOP services.

Many individual users have brought privately owned computers to the work place for

word processing, planning and scheduling and record keeping.

Handwritten records, requests, reports, and schedules create problems of legibility

and redundancy. Attendance records are individually kept by transportation

department, secretarial staff, teachers, deans and student health services and other

programs with some duplication of effort. A computer program has recently been

written, however, which is designed to assist in processing attendance records.

The IEP monitoring process could benefit from computerization of the IEP data.

Non- electronlc data handling often incurs the need to " walk- the paper through the

system, thus impacting productivity.

Because of lack of immediate access to data, time is lost in correspondence

preparation, distribution and response.

Routine records and reports could be more uniform and standardized and prevent

possible conflict in data demands.

70

RECOMMENDATION

We recommend that an internal quality initiative team be organized with the objective

of providing the agency an EDP needs assessment of all sections, support programs

and locations. This quality initiative team should then develop a total plan for EDP

upgrading. The EDP plan should set an attainable implementation timetable and

should take advantage of the information already available in the Long - Term

Technology Plan.

SUGGESTED TOPICS FOR llIE QUAUTY INITIATIVE TEAM

Some of the many topics the team should consider are:

System capacity requirements

Mainframe upgrade

Local Area Netwo~ needs and capabilities

Security

Software needs ( databases, word processing, etc.).

Hardware requirements

Cost data

Financing alternatives and budgeting plan

Implementation schedule

Opportunities for interoffice communication with the Department of

Education

Automated transmittals between ASDB campuses

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CURRENT 5nuAllON

IMPROVE FOOD SERVICE PROCESS ( TUCSON CAMPUS)

Two types of students are served- residential and day. All students are served

breakfast and lunch meals; the residential students are served an additional dinner

meal.

All Residential Students

Lunch Dinner

11: 30A

Elementary Deaf

High School Deaf

DTEC

12: 15P

Middle School Deaf

Blind School

Breakfast

6: 45A - 7: 30A

All Residential Students

The meals are scheduled as follows:

The ASDB ( Tucson campus) is a residential school setting, requiring three meals be

served daily including weekends. To handle this, the Food Service employs 15 FTEs,

two of which are part time. The Food Service is closed for school breaks, holidays

and summer vacation.

There are three ( 3) food service lines. One service line is for the school staff and two

service lines are for the children. The kindergarten and ADTEC students are served

" home style, · in which the food service employees preset the tables with the food and

utensils. The teachers'and/ or aides serve the students as well as cleart the tables.

Breakfast for the preschool students, located off campus in central Tucson, is

delivered daily by the Transportation Department. The morning crew in food service

must begin the breakfast meal preparation immediately upon arrival to be ready to

serve in the cafeteria at 6: 45 AM. The cook's role is a vital step, in an obvious way,

to this process. In addition to the meal preparation, the cook must set up a cart to

go to the Transportation Department for delivery to the preschool. The cook walks

7: 30A - 8: 00A

All Day Students

Preschool ( CHIC) Delivered

8: 15A - 8: 45A

Food Service employees

The staff lunch is served from 11 : OOA through 1: OOP daily. The Food Service

employees have lunch 11: 00A through 11: 30A and 1: 00P through 1: 30P. The meal

served to the staff/ employees has additional selections and diversity in the menu in

comparison to the student menu.

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the cart over to the Transportation Department which interrupts the preparation

process; in the meantime, the Cook II assists in the kitchen.

The Food Service employees are each assigned specific duties, however, each, is

cross- trained to assist as necessary. For example, the Dishwasher is called upon to

unload the deliveries when they arrive. In the past, the warehouse and food storage

were in separate buildings. This required that food service be responsible for the

unloading and stocking of its deliveries. Currently the two storage spaces have

become localized in one area- the basement of the cafeteria.

The lunch meal is the period of time with the most activity since all students and some

staff are participating. To cover all areas, there is:

1. a dishwasher ( Food Service Worker III) who is assisted by a Food service

Worker II or students in vocational training,

2. a cook ( Cook III) who is assisted by a Cook II,

3. three ( 3) Food service Worker II, one per service line,

4. a cashier for the staff line ( Food service Worker II), and

5. a person to count the type of meals provided to the students ( Food Service

Assistant).

The staff line is not open during the breakfast and dinner meals. The dinner meal is

cooked and served by a second shift crew who work 10: 30A through 7: 00P; the crew

consists of one cook, two servers, and one dishwasher.

The weekend staff consists of a cook, a server ( Food Service Worker II), and a pot

washer ( Food service Worker II). The meals consist of lunch and dinner for the

residential students on Saturday and Sunday; this schedule includes the Friday night

dinner.

The positions are 10 month employees with the exception of the Manager, Food

service Assistant, and Food Service Supervisor who work an entire year.

IMPACT

Some duties assigned to the day dishwasher are not consistent with the meal process.

When a warehouse delivery occurs during the meal hours, this employee stops the

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dish washing process and immediately goes to the warehouse in the basement of

food service building to unload and store the items received. This requirement affects

other areas of the kitchen since backup there is required.

The kitchen and dining room areas are governed by strict guidelines designated by

the health department. It is essential that these areas meet all standards whenever

inspected. The food service staff currently clean all equipment but find it a difficult

task, with the number of FTEs, to thoroughly clean floors, sinks, tables, walls, and

vents within the designated time frame. The time allowed for the meal preparation and

set- up In an eight hOur day Is three ( 3) hours; the serving time is four hours. This

leaves little time for cleaning tasks.

During the meal hour, assistance is required for cleaning tables, assisting the students

in the service line, serving the - home style- tables, and replenishing the food wells for

the servers. Efficient utilization of the Food service staff is vital for the timely service

to the students.

The use of one employee for meal counting purposes is not consistent with staffing

the above areas. This employee could be utilized more productively by serving the

students.

The Food service Assistant has been delegated administrative tasks which are the

responsibility of the manager and supervisor. As a result, the manager and supervisor

positions are performing tasks which can be consolidated into one position. For

example, the supervisor is responsible for the scheduling and oversight of the kitchen

and dining room employees which includes their schedules; the assistant, however,

has been delegated this duty.

The daily delivery of the preschool, breakfast by the cook to the Transportation

Department employees prevents the cook from smoothly and efficiently completing the

meal preparation for the day. In addition, it takes another employee from his/ her

duties to backup the cook.

The work generated in the summer Is not enough for three ( 3) administrative staff.

During the summer months, the kitchen activity comes to a halt. The work which

remains during this time Is thorough cleaning of the kitchen, food ordering for the

school year, and menu preparation. These duties can be, and should be,

accomplished by the Manager.

There is little or no rationale for an extra, separate staff service line.

74

RECOMMENDATION

1. Assign one employee or student as cashier/ counter person. This task would

entail the counting of the student meals or oversight of the computer system

when implemented.

2. Implement a staff payment system for meals. In addition, implement a ticket

or token service to visitors for their meals.

3. Reduce the work hours for the Food Service Assistant to 181 days, equivalent

to a 10 month employee.

4. Utilize students in the Vocational Education program for duty assignments in

the cafeteria. Tasks would include, for example, a student meal counter,

busing tables, and setting up - Family Style- service for the students.

5. Utilize warehouse staff for unloading and stocking perishable and

nonperishable foods. Another possibility is to include this requirement within

the guidelines of the vendor contract.

6. Investigate the possibility of assigning one custodian to the Food Service

section to report to the Food Service Manager. This employee would best be

utilized in housekeeping duties for cleaning specific areas in the kitchen and

dining room.

7. Utilize the drivers in the Transportation Department for the piCk- up of the

preschool breakfast from the cafeteria or any other similar requests.

8. Eliminate the staff service line.

9. Eliminate the Food Service Worker II position which oversees the staff line.

BENEFIIS

The employees in the food service are assigned specific duties in order fOr the meals

to be completed and served efficiently to the students. There are no backup

personnel in the assigned areas so the employees must be cross- trained to be

available to assist each other. Assigning some of their current duties to other

departments directly related to the task would eliminate the time Food Service staff is

spending away from their section and the need for back- up. In addition, by utilizing

the student meal counter in the kitchen or assisting the students in the service line,

an employee would be available as back- up when necessary.

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Position salaries are calculated on the basis of entry level salaries for the affected

position.

The elimination of the Food service Worker II position will result in cost savings to the

agency.

By placing the Assistant on a 181 day schedule, the school would achieve cost

savings.

It would prevent the risk of untimely breakfast service if the drivers from the

Transportation Department picked up the cart from food service for the preschool and

thereby allow the cook to continue with meal preparation.

ANNUAL

SALARY

$ 12,845.00

+ 2.980.04

$ 15,825.04

1.0

GRADE

05

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CLASSIACATION

POSITIONS EUMiNATED

It would benefit the food service program to relinquish the task of unloading the

deliveries and stocking to the warehouse staff. This would prevent the need for

substitutes and/ or back up in the dish room area and the possibility of meal service

interruption. Also, it may be worthwhile for the food service to determine the feasibility

of the vendor performing this duty.

At present, when absences or extra duties not foreseen occur in the food service,

additional help is called in on a substitution basis. Often times, it would benefit the

school financially and academically to utilize the students for assistance. The students

would be taught a work skill to coincide with their transition plan and ASDB would pay

minimal dollars for the service.

It would benefit the food service program to receive assistance of a full time employee

from housekeeping. This would ensure that the ratings are kept at a high standard

with the health department. The employees working in the kitchen and dining room

would then be utilized in more efficient ways to serve the students.

CURRENT

DEPARTMENT

Tucson Food ServIce Food ServIce Worker II

ERE (. 232)

TOTAL SAVINGS IN POsmONS

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• SChedule in- service training for staff.

• Complete review of current duties of food service staff and revise

consistent with the recommendations.

• Revise or add food service policies and procedures to be consistent with

both campuses.

• Determine the feasibility of including unloading and/ or stocking duties

in the vendor contract.

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$ 4,512.08

$ 4,512.06

ANNUAL SCH YR

GRADE SALARy SALARy

REDUCT10N IN HOURS

• Meet with housekeeping, transportation, and warehouse managers to

discuss opportunities for assistance from these departments.

• Revise and/ or establish procedures to be followed by the employees in

departments affected by the recommendation.

• Meet with the Vocational Educational Department for assistance in

implementing student assistance with selected food service tasks.

• Design and implement a staff payment system for meals and a token

collection system for visitors.

• Meet with appropriate administrative staff for the implementation of the

staff/ visitor meal system poHcy.

IMPLEMENTATION

CURRENT

DEPARTMENT ClASSIACATlON

Tucson Foods Food ServIce Assistant 12 FfT $ 17,511.00 $ 12,998.94

TOTAL SAVINGS IN SALARY

TaIBI COlI 8BVInga to ASDB Is $ 20,337.10.

CURRENT snuA110N

78

IMPROVE FOOD SERVICE PROCESS ( pHOENIX CAMPUS)

The Phoenix Day SChool for the Deaf ( POSO) Food Service employs 8 FTEs. All

employees work 22.5 hours per week with the exception of the Supervisor and the

Cook III who work 35 hours per week.

LUNCH

11: 00A - 11: 25A

Kindergarten ( receives a box lunch)

Preschool ( served " home style")

BREAKFAST

8: 15A - 8: 30A

Kindergarten ( delivered)

Elementary ( cafeteria)

The meals are scheduled as follows:

The Food Service Manager in Tucson oversees the food service production work

performed on this campus.

Unlike the Tucson campus facility, POSO is a day school and serves the deaf

population and the multiply handicapped deaf student. Two meals, breakfast and

lunch, are served. The food service area is closed weekends, holidays, breaks, and

summer vacation.

8: 1OA - 8: 23A 11 : OOA - 11 : 34A

Junior High ( cafeteria) Elementary

High School ( delivered to Student center)

11: 45A

9: 00A Junior High

Preschool ( CHIC) ( delivered)

12: 24A

High School

1: OOP - 1: 30P

Food Service Employees

The school staff is served lunch from 11: 00A - 12: 55P. The meal servaa to the staff

has additional food selections in comparison to the student menu.

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There are two service lines: One for the students and one for the school staff and

visitors. The kindergarten students are served - home style- in their classrooms.

" Home style- means the food service employees preset the tables with the food and

utensils. The teachers and/ or aides serve the students as well as clean the tables in

the dining room area.

The food service employees are each assigned specific duties; however, all are cross­trained

to assist as necessary.

Breakfast is prepared by the Cook .11I. In addition, this employee prepares the carts

for the meal delivery. Upon completion of the breakfast preparation, the cook serves

breakfast to the elementary and junior high schools. The Cook III is assisted by the

Cook I.

Preschool and kindergarten classes have breakfast delivered to the rooms by the

Food Service Worker III. High SChool students eat breakfast in the Student Center;

the breakfast is delivered by the Cook I.

There are two dishwashers, Food Service Worker II's, who begin their day by

preparation of the dish room, cleaning the staff rest room, and washing the kitchen

laundry.

Lunch is served in two shifts. The staff line remains open through both shifts. The

staff line consists of one Food service Worker II and a part time cashier. The student

line consists of four ( 4) people: the three cooks and' a Food service Worker

volunteer. At the beginning of the student line is a Food Service Worker III who

oversees the automated student meal count. If the student service line requires more

food, the Supervisor or Cook I will assist in filling the food wells.

The positions are 10 month employees with the exception of the Supervisor and the

Cook III who work the entire year.

IMPACT

The Tucson based management of POSO Food service has resulted in duplication of

work by the Supervisor, time delays in decisions, and segregates the site based

contacts. It is not consistent with site- based management theory.

The use of a three ( 3) hour cashier in addition to an employee counting the student

meals is not an efficient use of employee time. The cost to the school is unnecessary.

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The current assignment of daily duties to the employees does not evenly distribute the

task coverage to strategic areas during the meal service process. In addition, it does

not allow for kitchen/ dining room deaning, food preparation, and food replenishment

for the service line.

The service of the meal in a one tray type dish does not allow for pre- preparation or

self- service of food.

The meals that are cooked do not require a lead cook and two assistants since the

food is delivered pre- prepared and merely requires reheating.

There is little or no rationale for a separate staff service line.

RECOMMENOA11ONS

1. Relocate the overall management of the Food Service operation from the

Tucson campus to the Phoenix campus. This recommendation is discussed

in another area of this report as part of an agency realignment.

2. Eliminate the three ( 3) hour cashier position.

3. Implement a staff payment system for meals. In addition, implement a ticket or

token service to visitors for their meals.

4. Reduce the number of servers in the student service line from four to one and

eliminate the staff service line.

5. Purchase small serving dishes for pre- preparation of serving sizes and self­service

by students and staff.

6. Eliminate the Cook I and the Food Service Worker II positions since these

duties will not be reqUired when the student service line is reduced and the

staff service line is eliminated.

7. Initiate discussions with the Facilities Coordinator to determine the feasibility of

assigning a custodian to Food Service to assist with deaning tasks in the

dining room and kitchen.

8. Assign the dishwasher the task of - breaking down- meal trays.

9. Utilize POSO students to assist in the duties of the Food Service program as

Vocational Education program training.

80

BENEFITS

Purchasing small serving dishes will assist the single employee in the serving lines to

better accommodate students and staff.

Cost savings for positions recommended to be eliminated are based on an entry level

salary indicated on the 1993 salary schedule.

The elimination of the staff service line will demonstrate efficiency in the service to the

staff/ students and preparation of meals.

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$ 18,339.81

ANNUAL

FTE SALARY

0.5 . $ 5,363.60

0.5 5,934.81

0.5 3,575.73

$ 14,874.14

+ 3.465.67

05

07

05

GRAPE

POSI11ONS B. JMlNATED

CLASSIFICATION

Food ServIce Worker II

Cook I

Food ServIce Worker IIfTemporary

When the dish washer breaks down the food trays to prepare for washing, the action

will greatly reduce the number of health risks to the food service employees and

students/ staff.

The elimination of the three ( 3) hour cashier, the Cook I and the Food Service Worker

II positions will result in a cost savings to the agency.

The Food service employees do not have sufficient time in a day to clean floors,

bathrooms, carpeting, and tables. By assigning a custodian to the Food service, the

rating with Health service inspections can be kept high. The utilization of

housekeeping in those areas would eliminate these duties from the Food Service

employees.

DEPARTMENT

The reduction of employees in the student service line from four or five servers to one

server is providing the school the same quality of service but with the ability to place

employees in other strategic areas. In addition, employees will . be availab. le to

replenish food in the service lines, assist students, bus tables, clean the kitchen, and

prepare for the next day.

81

Total COlt savings to the PDSO wit be $ 18,338 81.

POSO Food ServIce

POSO Food ServIce

POSO Food ServIce

Total

ERE (. 233)

TOTAL SAVINGS IN POsmoNS

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IMPLEMENTATION

• Complete review of current duties of food service staff and revise

consistent with the recommendations.

• Revise or add food service policies and procedures to be consistent with

both campuses.

• Meet with the facilities supervisor to discuss opportunities for assistance

from the housekeeping department.

• Meet with the Vocational Educational Department for assistance in

implementing student assistance with selected food service tasks.

• Schedule in- service training for staff.

82

PRIVA11ZE CAMPUS SECURITY ( TUCSON)

CURRENT SrruAllON

The ASOB Tucson campus provides both educational and residential services for

some students. During the week the campus is home to approximately 125 residential

students and approximately 60 students on weekends. The Tucson campus is also

located in one of the metropolitan area's higher crime areas. The location makes the

campus attractive to transients In search of food, water or shelter. The size of the

campus ( 34 buildings, 5O- plus aaes) has added to the perception that one person

cannot adequately provide the coverage necessary for a secure campus.

Additional vehicular intrusion onto the campus is also a safety and security concern.

Some motorists mistakenly believe Grande Avenue runs north of Speedway, as well

as south. However, the road north of Speedway leads directly through the main

campus entrance. Parking lot security has also been a concern due to auto theft or

content burglary.

The Tucson campus security consists of 3 F. T. E. s. Coverage is currently provided:

Monday - Sunday 2 p. m.- 10 p. m. 10 p. m.- 6 a. m.

Saturday 6 a. m.- 2 p. m.

No coverage is provided on school days from 6 a. m.- 2 p. m., although Facilities

Maintenance Section employees will respond to requests for assistance. The

Mechanical Maintenance Unit employee who works the 6 a. m.- 2 p. m. Sunday shift

responds to any security calls during that period ( although staff has to know how to

contact this employee on the mechanical maintenance beeper num~ r - not the

campus security beeper number). A private security firm provides substitute and

vacation coverage, as needed, at an hourly rate of $ 7.00.

Security staff carry a transportable phone which makes them more responsive and

provides for backup support to be called promptly.

The Phoenix campus ( POSO) employed one full- time and one part- time ( 16 hours per

week) person to handle security duties prior to July 1991. Budget cuts at that time

prompted the school to reassess its needs and a request for proposal ( RFP) was

prepared to have security coverage provided by a contract security firm. The hours

of coverage were 8 p. m. to 4 am. daily, but due to safety concerns for transportation

employees who leave the premises between 6 p. m. and 8 p. m., the coverage hours

were recently changed to 6 p. m. to 2 am.

The contract rate for POSO security is currently $ 7.62 an hour ($ 10.61 on holidays).

The security officer has no transportable phone.

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The average security officer hourly wage on the Tucson campus is $ 9.28, $ 11.43

including employee related expenses (. 232). The total salary cost for twelve months

is $ 58,098 plus employee related expenses of $ 13,478.74, for an annual cost of

$ 71,576.74. In addition, ASOB must cover the cost of substitute security for the

agency security officers' sick and vacation leave. The three officers annually accrue

a total of 456 hours of vacation and 288 hours of sick leave. The cost to substitute ( at

the current $ 7.00 per hour) for these 744 hours adds $ 5208 to the annual cost of

providing security. ASOB also purchases a minimum amount of clothing and

equipment for their security personnel. Therefore, the annual personnel costs ( without

including clothing and equipment) of providing security on the Tucson campus

amounts to $ 76,784.74.

IMPACT

The Tucson campus appears vulnerable to security problems on Sunday from 6 a. m. ­2

p. m. and in the evening hours when one person is not sufficient to monitor and

patrol the entire campus. This problem could be especially acute due to the residential

nature of the campus · and the size of the campus. There is no central location for

security to be contacted. Opportunities for trespass, theft and vandalism are increased

when security patterns and coverage are known or predictable. The potential for

liability over an incident invoMng students and staff is heightened when security is not

adequate.

The Phoenix campus security coverage on weekends from 2 a. m. to 6 p. m. is

deficient. Response time is lengthened by the inability to always readily access a

phone to call for backup.

RECOMMENDATION

We recommend that a RFP be put together for Cdntracting out the Tucson campus

security. If a bid were obtained similar the POSO contract, the annual cost for 120

hours per week contracted out would be $ 47,907.60 ( assuming 7 holidays, 6 on days

where two shifts are deployed and one holiday where three shifts are deployed).

ASOB should study campus security issues and cost out alternatives to improve

coverage on both the Tucson and Phoenix campuses. In addition to contracting out,

another option that should be explored is the feasibility of installing security cameras

( some with scanning ability) in strategic locations with monitors in a central security

office. Specific cameras could be wired to commercial time/ date recorders.

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ASOB should also explore the possibility of coordinating with the Vocational Education

Department to provide work experience to students whose transition plan has

documented an interest in this type of work. Students could be trained to monitor the

video screens while the security person is on patrol. rNe do not recommend students

perform security tasks outside of the security office.)

Whether or not the security camera option is pursued, we also recommend that

consideration be given to providing a central location for a security office on the ASOB

Tucson campus. In addition, the provision of a transportable phone to the Phoenix

( POSO) security person would strengthen the ability to notify police for a timely

response to incidents that occur when the security person is on rounds and has no

dose phone to access.

BENEFIIS

The net cost savings by contracting out could amount to as much as $ 28,877.24. This

could provide ( If the RFP brought in a bid similar to POSO) an additional 3789 hours

of security coverage. This would be sufficient to supplement present coverage by

adding an 8- hour shift ( 5 p. m. - 1 a. m.) seven days a week ( 56 hours) at the Tucson

campus and an additional8- hour shift on Saturday and Sunday at POSO ( 16 hours),

with enough additional savings to purchase a transportable phone for use by POSO

security personnel. This additional security coverage would be provided at the same

cost as currently incurred.

Work experience for ASOB vocational students could be prOVided at a campus

location.

Training, hiring, supervising, and procuring substitute security people on short notice

would no longer be the responsibility of ASOB.

Video surveillance could be a cost- effective alternative to adding additional labor hours

to the security effort. In addition, time/ date recorders could document incidents at

hours when no security is present, as well as assist in the identification, apprehension

and prosecution of those responsible.

The purchase of a transportable phone for use by the POSO security person will assist

in reducing response time when an incident necessitates a call to the Phoenix Police

Department or the Assistant Facilities Manager.

A central security office location would be beneficial to parents, visitors and staff. The

impact would be especially advantageous in the evenings and on weekends, when

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parents or visitors arrive on campus in need of directions or assistance. It would also

provide a location to centralize any electronic monitoring that may be utilized in the

Mure.

IMPLEMENTATION

• Prepare an RFP to solicit bids to contract for the provision of security

services for the Tucson campus of ASDS.

• Locate a space, preferably centrally located, that can be utilized

exclUSively as a security office for the Tucson campus.

• Study the campus security needs and consider the alternatives to

strengthening the function Q. e., security video cameras, additional

coverage, etc.).

• Implement redeployment policy as it applies to the security personnel

positions.

• Examine contract proposals from vendors and select the most

appropriate contractor. Set up the contract, obtain necessary insurance

and bonding documentation and officially award the contract to the firm

selected.

• Coordinate with the ASDS Vocational Education Department to explore

the possibility of providing a meani