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Little Rock School District Aerospace Technology Magnet Program The Little Rock School District's Magnet Schools Assistance grant applicatioo presents a dynamic plan fer implementation of a grade 7-12 Aerospace Techndogy Magnet Program in three (3) junior high schools and the new Aerospace Educatioo Center. The Center comtines a museum of aviatioo histcry with a grade-12 Aerospace Technology Schc:d a, a 19.8 acre tract at the Little Rock Regirnal Airpcrt adjacent to the main terminal, Falca, Jet, and Arkansas Aerospace. CoUabcratively develcped with the Aerospace industnest> and. Campaign Leadershipb>, foor universities<=> and the U.S. Department rJ Educatirn~Federal Aviatirn Administratirn (FAA), this magnet program t~.d. i~
t'\()\:) . . targets the rlia ),T'lg of s dents fer 1mmed1ate employment ag/i/er postsecondary education in either engineering technology er airway science. As illustrated belCM', students are pro.lided a wide range ct choices fer career develcpment in a,e of nine areas at an entry, technician, er prctessirnal level: Aerospace Engineering Technology Aviation Airway Science (FAA) Manufacturing Airway Canputer Science Computer Science Airway Science Management Mechanical Aircraft Maintenance Electronics Aircraft Systems Professiooal Pilct Majer Arkansas aer05pace emplC1fers and the FAA have identified techndogical CCOJpatirns and the skill base students need for future emp1C1jment. LRSD has inrorpcrated the skill base into a highly integrated prograrn/cnll'se sequence ca,sisting ci Academic Instructioo, Work-Based Leaming, Werksite Experience, and Infom,ation and Guidance. All magnet students will take a a:rnmrn academic ccre of sequenced courses whid, indude six years ci applied mathematics and science (mere than required for grap.~~ keyed to proouc:t engineering and flight/space cmcepts, two er more years ci a language signtflcant to ou1 glcLaJ catipeatl've mariEetpaee sud, m Jl!lpm,ese o ~
and Applied Canmunication. In ccmputer netwerked laooratcries, students will access and ca,trd content, applicatirns, and infcrmatirn in the areas ci rocotics, bio astronautics, systems simulatirn, CA.DJ CAM, publishing, werd processing, teleca rn nunicatioo5> material science, and aerooynamic:s. Students will produce presentatirn material by' impcrting soond, graphics, digitized phctographs to hypercard er laserdisc stacks ci their c:wn aeatirn. In Science, students will ca,dud hands-on investigatioo5> manipulate scientific instrument5> and cdlect/analyze data a) Arkansas Aa-ospac~ Rohr Industries, Falcon Jet, Midcoast. Ceitral Aying Service b) Membership attached c) l 1niversities of Ari<ansas at Little Rod and Pine Bluff, Heid~n S\ate University, Southern Aritansas Unive-sity TECH. . . Student Progression in the Aerospace Technology Magnet "Linking the Curricular Path to Work" Level 1- Aerospace Education Entry-Level Center Employment Grad(s
J
2 .. Support Analyst Enginee
, -~ T __ ..._ __ , y -~ Quality Analyst or CAD Operator Airway Science & Professional Pilot Hazardous Material Specialist ! t I ' ' Level II Advanced & Speclallzed Training Technical Careers Southern Arkansas University TECH Associate Engineer I - Associate of Applied Science Degree 181 and/or Advanced Certificates cone yNr after Tool Designer Associate Degree) .. Quality Technician i - Aviation Maintenance Hazardous Material T earn Leader UALR - Electronics Engineering Technology - Mechanical Engineering Technology I ' ' Level Ill - Baccalaureate Programs Professional Careers UALR - Manufacturing Engineering Production Engineer - Computer Engineering .. Manufacturing Engineer Liaison Engineer Henderson State University Design Engineer - Aircraft Systems Management Quality Engineer - Professional Pilot Environmental Engineer I - Airway Science Management I - Airway Computer Science
I using the crit1cal thinking skills d cbservaticn, canmunicating. romparing, a-denng. categorizing. relating, inferring, and applying. Specialized curricula related to each cf the nine career cptirns has been developed to meet OCXl.lpation specific knONledge and emerging techndogy requirements. Students will be trained on the joo thrrugh partidpatia, in industry and aitpcrtbasecl internship programs. All students Will be educated to higher levels than ever be/ere. The vehide for CXXllpatia,aJ c:ertiftcatia, is achievement cf the U.S. Department of Laba-'s SCANS ary's Canmissia, cf Achieving Necessary Skills) five workplace ccmpetendes, Resources, lnterpersaial Skills. lnfcrmation, Systems, and Technology
and the g of Certificates cf Initial Mastery (CIM). An assessment system based a, SCANS Kno.v-Ho.v and rumulative resume, which reports results. will be the permanent reccrd cf genuine student attainment of CIM and future employment. In addition, program a:rnpletion in a chosen OCXl.lpatia,aJ majer will enatie students to receive advance university credit and c:cntinuatia, of the engineering er airway Science career trade thrwgh associate cf Science and bac:caJaureate degree programs. [ I I I I I I I As yoo cxnsider the fine merits a this highly a::ilal:Drative magnet program, please keep in mind the thrusands ci students it Will:enable to gain state-of-the-art I techndogical skills. encourage to ca,tinue their educatia, thrwgh Artirulattrn Agreements, and iP fill key manufacturing and FAA jchs so vital to the future ci this I nation to a:rnpete in the wald market. s Ji "_,_ " [N,,. \J..~ ,. ~ ,._ ..... ~~ c......, _,,_, \. l'W \ ~ ,.= ~\. c.~ \ ~0~ ...... J I $.>--> I I I I I I I I I. J ~~~t~ 7'0 ~ Background Information A Greater Metropolitan Little Rock Greater Little Rock's four county Metropolitan Statistical area (MSA) is the cehter of the second fastest growing region in the United States. Its central location is within 550 miles of forty percent of the United States buying power and population. The $1.3 billion dollar Arkansas Navigation System, one of the nation's largest water development projects, is a 445 mile waterway providing year-round access to ports on the Arkansas River from the Mississippi River to Tulsa, Oklahoma. The 1,500 acre port with its industrial harbor Foreign Trade Zone -14, and the United States Customs Port of Entry are an indication of the increasing importanc Rock's '1 linkage to ports worldwide. All are in close proximity t Adams Field ittle llnP, ~ Rock's airport. The city's rich mixture of historic architecture an new Ul.,1'"1('i development is attracting new residents. Little Rock is seeing growth and ~ revitalization unparalleled in the city's history. Little Rock is on the move. Fueling this revitalization are the aerospace industries, the Arkansas Aviation Historical Society, the Governor's Aerospace Task Force, and institutions of higher education. Some of the world's most successful aerospace companies are located here: McDonnell Douglas, Rohr Inc., Arkansas Aerospace (a subsidiary of British Aerospace), Falcon Jet owne~by the French-based Avions Dassaut Brequet Aviation, M1d co ast,p ,an1n.'Qa. e. entr al Fl ym. g Se rv1. ce.i .it.N, umerous pn.v ate an d corporate aircraft dealers~ a~ Aero-Commander, Pipe1, Beechcraft, and Cessnahave facilities at the Little Rock Regional Airport. Little Rock Airforce Base is home to the largest C-130 aircraft training and airlift facility in the world. A number of major educational institutions serve Little Rock's M.S.A. By far, the largest of these is the University of Arkansas at Little Rock (UALR), enrolling more than 11,000 students in seventy-five undergraduate and forty~two graduate degree programs including Associate, Bachelor and Masters of Science Degrees in Engineering Technology. The Graduate Institute of Technology (GIT~housed in the new Engineering Technology Center,offers courses in mecfianical, computer science, electrical and manufacturing engineering. Industries utilize GIT facilities for advanced research and graduate study. In 1991, the Arkansas Space Grant Consortium, under the leadership of GIT at UALR, received a four-year training grant award from the NASA National Space Grant College and Fellowship program. The primary purpose of the program is to educate and familiarize faculty and undergraduate and graduate students with aerospace fundamentals and NASA's research programs and opportunities. A secondary objective is to motivate K-12 students to excel in math and science courses necessary for entrance into aerospace programs at the universities and high tech positions in industry. Henderson University, in coordination <,O~ ilJII 1 with Central Flying Service, conducts one of the few aviation degree programs in the nation. The University's Department of Aviation provides four-year programs in Airway Science Management,Airway Computer Science, Professional Pilot, and Aircraft Systems Management. . The Arkansas Av.iation Historical Society serves the entire state as the focal ~1uqfor the-involve~ef-Arkansas' aerospace industries in community affairs, education, and economic development. In 1989, the Society, executives of aerospace companies, the Little Rock School District, and UALR came together to form the Aerospace Education Center Campaign Leadership. The unprecedented public/private partnership has planned an Aerospace Education Center. As the architect's drawing illustrates, the Cenfer combines a museum of aviation history with an Aerospace Technology Magnet High School on a 19.8 acre tract at the Little Rock Regional Airport adjacent to the main terminal, Falcon Jet, and Arkansas Aerospace. The facility will cover 200,000 square feet, including common areas used by both the museum and high school such as the library, cafeteria, and theatre/ auditorium. The upper level of the museum will function as an educational resource for adult programs, and outreach for schools, state and nationwide through a satellite television uplink provided by the Arkansas Electric Cooperatives. The most comprehensive and largest technical and historical aviation and aerospace library collection outside of the Smithsonian's National Air and Space Museum was acquired for the Arkansas Museum of Aviation History. Virtually every civil and military aircraft, rotocraft, and spaceship designed and constructed throughout the world is represented in the collection by technical specifications, photographs, and historical descriptive information. There are well over 5,000 books, 50,000 journals, 200,000 photographs and transparancies, hundreds of rare collectable items signed by famous pilots and aviation personalities, original paintings, scale aircraft models, and unique aircraft parts. ~ The Society has raised over five~ll:n dollars in gifts and pledges toward construction ~e aviation history museum. The Little Rock School District has budgeted .cc million dollars for the construction of the Aerospace Technology Magnet High School from funds approved by voters at a property tax election in 1990. The Aerospace Education Center Campaign Leadership believes that Greater Little Rock's future rests on the vitality of its public education system. At all levels of the public education system, educators and industry must develop programs which give students the knowledge and skills that enable them to reach their full economic potential. While the Center will prepare students for aerospace careers, it will also focus the Central Arkansas community on commitment to excellence in education. In March 1819, Arkansas became a territory and the Arkansas Post, the state's first permanent settlement, became its capital. The little French village was soon deemed unsuitabl7mainly because of its location in the Mississippi Valley, far from the center of the territory. A year later the legislature moved . the capital to Little Rock. Todar.,with a metropolitan area spanning a (\ seventy-mile radius, Greater Little Rock MSA is home to over 513,000 people. ' "'- In the last quarter century, the Greater Little Rock MSA has almost doubled " its populatioiy- approaching 1,200,000. Today, North Little Rock, the third largest community with a population of 62,000, and Little Rock are joined by the Arkansas River in Pulaski County. Twenty-seven percent of the MSA's population is under 18 years of age. Forty-four percent of the population is within the 18-44 age range. According to the 1990 Census, the population was ---percent Black, --percent white. B. Little Rock School District The Little Rock School District, encompassing an area in excess of 100 square miles, is the largest school district in the state in terms of enrollment. Enrollment in the schools has increased from 25,975 pupils in 1989 to 26,212 '7 pupils in October 1992. This increase is occuring at the junior high level. - 16,538 pupils or 64% of the total district minority enrollment is Black. The percent Black student population exceeds the District 64% average in grades 5-9. The highest percent Black student enrollment is 69% in grade 8. Jr, Of the District's f~ty-nine (49),~c!}qglis, thiry-six enroll pre-kindergarten or kindergarten through grade 6 students, eight enroll grad~J
9 students, and five enroll grades 10-12 students. Educational program'o/school choices include elementaq{ijlcentiv~ools, grade K-12-InterdistriotBagnet '= /]thools, a=entary area schools. Chart A outlines the number and type of sch~ol o a s. T_he text b~low Chart A d~fines ~ach type of school and the rationale for selecting certam schools for this proJect. J Chart A - The Organizational Plan for Little Rock Schools n = number of schools iie School andlor ucati on Pro!J'8f'll Bern mtary, ~es Pte-K or -6 JnorHi~, IJlldes ti gh School~ IJlldes 1i.-1 n n n a) Area. and Feeder Schools 22 6 J b) hcenti-.e Schools 7 NIA NIA c) lnterdis!l'ict M&Qnet Schools 6 2 2 d) h tierdis!l'ict N onmt.Q net Schools 1 NIA NIA Total J6 8 s ~~ a) Area Schools - The elementary school that is the LRSD school for where a student lives is called an Area School. Each Area School feeds into a particular junior high and senior high school. The instructional program focuses on language arts, mathematics, science, and social studies. b) Incentive Schools - Incentive Schools are Pre K-Grade 6 elementary schools located within the immediate downtown are . nt Black student enrollment for Incentive Schools ranges fro 85 schools receive double financial resources to provid eacher-student ratio of 1:20, additional instructional aides, permanent substitute teachers, and extended day-week-year learning opportunities. An individual learning plan is developed for each student based on the district K-6 core curriculum. Computer-assisted instruction, a student homework hotline,.e
' a parenting skills center, and a program for four-year olds are additional features that distinguish incentive from area elementary schools. c) Interdistrict Magnet Schools - As Chart A illustrateQ terdistrict Magnet Schools have been established at all three school les- elementary, junior high, and senior high. Although operated by the Little Rock School District, students from North Little Rock School District and Pulaski County Special School District (PCSSD) ~ eligible for enrollment in accord with the desegregation plan. AlIJerdistrict Magnet Schools are racially balanced within the acceptable range of 55-59 percent black to 41-45 percent white. As Chart A illustrates, there are tet\Wterdistrict Magnet Schools. These schools provide, in addition to the regular core program, coursework based on a special curricular theme. The desegregation section found on page 8 further describes the purpose and thematic focus for these schools. Chart A indicates there are 31 area and feeder schools. Some of these area/feeder schools are located in racially isolated areas of the school district. This project will establish a new grade 7-12 interdistrict magnet of three junior high schools, and the new grade 10 - 12 Aerospace Magnet High School. Each of the three junior high schools exceeds the 64 percent district-wide average for black students. Whites n :will be recruited from across district lines, primarily from Nort ttle ock and Pulaski County Special School Districts to racially bal e three junior high schools. The new Aerospace Magnet High School ill begin magnet program operation for tenth graders the second year of the project. The grade 10 enrollment will consist of 300 grade 9 voluntary student transfers from this magnet's junior high enrollment who will be continuing the magnet curricular career path at the new Aerospace Magnet High School. This project,~e, will establish the first rulaski County Int~trict ~ ~et conf ua program in four secondary level schools consisting ..,.of grades 7-9 t e first project year and grades 7-10 the second project year. In subsequent non-project years, the Aerospace Technology High School will add grade 11 in 1995-96 and grade 12 in 1996-97 through normal progession of the magnet's grade level enrollment each year. Aft ()._ Aerospace Technology Magnet has been designed in collaboration with the Aerospace Education Center Campaign Leadership, the Universities of Arkansas at Little Rock and Pine Bluff, Henderson State University, and t1fy Sm._bern Arkansas University-TECH to attract this magnet's enrollment<oN (j.,2~ students. Students who attend each of the three junior high schools will also be eligible to participate in the magnet. The total grade 7 -10 aerospace magnet enrollment will be~pupils. The breakdown in enrollment is illustrated below: :l.<Z62- rv~-- ~\ Pl- _ cA..,A.) Incoming ....:,\...._-...,\., J..v .s .l.oo I - From outside of LRSD From within LRSD 3~5" .21'0 grade 7-9 white students 90 grade 10 white students 1 630 grade 7-9 students ~,'. 210 grade 10 students l,41(.-vV"' 65 Subtotal: 1,2.00'Magnet students In-Attendance Enrolled in Magnet Junior High Schools J<i>S z,,. 1597 grade 7-9 students Total:~ students ~ /qoO ~ 1996-97 the Aerospaget High School grade 10-12 enrollment will be at capacity which is ~~ils. The high s.08?Jfnrollment coupled with the grade 7-9 J 1oitri~h enrollmenyhlel~.s the aerospace magnet has the potential to serve~upils. The magnet enrollment will reduce black isolation in thr~~9ti5r high schools. qoo 4 96~ C. Interdistrict and Intradistrict Desegregation Measures - )~ C/::>l>!.rL.} .... 1. Background Information on the Court Order -- The only image that some people have of Little Rock is the one formed in the Fall of 1957 when Governor Orval Faubus defied a federal mandate and tried to use the Arkansas National Guard to keep nine black students from entering Central High School. In Cooper vs. Aaron (1958), the Supreme Court stated that "public opposition to desegregation of the races, no matter how deeply entrenched, could not be allowed to interfere with the full realization of the constitutional rights of black citizens." Twenty-four years later (1982), the Little Rock School District brought suit against North Little Rock and Pulaski County Special School District, ~ ~ claiming that the Constitution compelled the consolidation of the three dll,- ~ districts into one governmental unit. This claim was rejected by the courts v7/\ in 1985 and again in 1986
however, the courts held that interdistrict constitutional violations had occured and must be remedied. Over the course of the next three years, various remedial orders were entered and further appeals were taken to court. 1 J Then, in 1988 and 1989, in a sharp departure from the adversary bitterness that had marked this controversy for over thirty years
the parties, including the Joshua intervenors representing the injured class of black schoolchildren and citizens, LRSD, the North Little RoAhool District (NLRSD), the Pulaski County Special School District (~9,SD), and the State of Arkansas (Arkansas State Board of Education), agreed to settle the case. They submitted to the District Court four comprehensive agreements covering both interdistrict and intradistrict desegregation measures - agreements referred to by the parties as the "settlement plans." They also submitted a separate but related document, called the "settlement agreement," settling the financial liability of the State of Arkansas. The United States Court of Appeals for the Eighth Circuit reversed this judgement on June 27, 1989,.and directed the District Court to adjust the boundary between the LRSD and PCSSD, to revise student attendance '-within each district to reflect the racial composition of the district,{:~o maintain PCSSD's percent black student enrollment within the ran of plus or minus 25% of the districtwide average of blacks by organiz ional R levels
and to limit busing, one-way, to forty-five minuteD 2. The LRSD Desegregation (Settlement) Plan 0989) ttlfl~ ~ ~ The following description is from the record of the United States Court of Appeals for the Eighth Circuit: "Eight of the 31 non-magnet elementary schools will be designated Incentive Schools. Initially they will be all black. These schools will receive compensatory-education programs and two times the level of funding for six years. The plan includes a detailed and volum.ous description of the kinds of programs that would take place at the Incentive Schools. A salient feature of these schools is a maxim.urn effective student-teacher ratio of twenty to one. Twenty-two of the twenty-three remaining elementary schools will be called Elementary Academies. These schools will have projected student ratios of between SO and 62 percent black. The other elementary school, Romine, would be an interdistrict school. Any white student can elect to attend an Incentive School, and a black student living in an Incentive School attendance area can opt to attend one of the Elementary Academies." 3. Interdistrict Desegregation Plan The Interdistrict Desegregation Plan is designed to achieve racial balance in the schools and districts of Little Rock, North Little Rock, and Pulaski Country Special School District through voluntary movement primarily to magnet programs. Interdistrict schools are "to obtain a ratio of between 60 percent and 40 percent of either race with the ideal goal of these schools to be 50 percent black/white." The Little Rock School District reports biannually the number and percent of students enrolled by racial /1..A.-q background_jn each of the district's 49 schools. The above data is also summarized in terms of the total district (Pre-K-12). Interdistrict magnets are used to attract a specific student population from outside of the district and from within the original district to racially balance the school and district. Participation in a magnet is through student/parent choice. ~ The Magnet Review Committee.,(MRC), created by the Eig@ircuit Court of Appeals in September, 1986, oversees the implementation and operation of the interdistrict magnet schools. Com.prised of representatives from each of the three districts the Committee makes policy on issues such as magnet enrollment, trt:sfers, building capacities, and operating funds. fJi.:l:ri M '(1n.~ ~ The Magnet Educational Team (MET) is the recruitment arm oft,~ . 7 tiill and is responsible for public information and recruitment strategies and activities. In the Little Roc~l District, six elementary schools, three junior high schools, an igh schools have magnet programs (refer to 'Chart A). Six (6 erdistrict magnets (4 elementary, J j_Y.,nior high, 1 senior high) were created in Little Rock in compliancffl'the 1985 court opinion. Since 1987, five more interdistrict magnets have been established in the Little Rock School District. Magnets enhance the district's core curriculum. The specially designed curricula is the "hook" for attracting students across district lines. Individual interdistrict magnet school brochures provide a program description. Chart B summarizes the eleven interdistrict magnets in the LRSD by theme and number of schools participating at each school level. Chart B - LRSD Interdistrict Magnet Programs Theme School Level and # of Schools Elementary Junior High High School 1. Early Education 1 2. Basic Skills 1 3. Basic Skills/Math-Science 2 4. Arts 1 5. Arts and Sciences 1 1 6. International Studies 1 1 1 Subtotal 6 2 2 Total Magnets - 10 This is a Pre-K magnet housed in an Incentive School. The majority of LRSD Interdistrict Magent Programs have been in operation since the 1986-87 school year, Magnet enrollment that year was 3,647 pupi his year it is 7,250 pupils. The number of u ils enrolled in ? LRSD in ivid 1 magnets has increased 50%. The Interdistrict Desegregaton Plan is more than just magnets. The Pulaski County M-to-M (Majority to Minority) Transfer allows a student to transfer from a district and school where his/her race is in the majority ,,_ to a district and school where his/her race is in the minority. This means that black students in the LRSD may transfer to schools in North Little Rock and the Pulaski County Special School Districts, and white students I aJ in NLRSD or P aski County SS may transfer to a Little Rock School District school. The Aerospace Technology Magnet will advance the voluntary desegregation efforts of the Settlement Plans. The district commits that it will "maintain the facilities on a racially integrated basis into perpetuity." (Refer to 2/4/91 Amendment in Appendix.) The Little Rock Scho o1ict 2esegregation Plan, the Pulaski County Special School District e nt Desegregation Plan, the North Llttle Rock School District Des gregation Plan, and the Interdistrict Desegregation Plan hold excellent promise for achieving unitary school systems in these three districts. (Exerpted from text of Settlement Plans - refer to Appendix.) 4. The Settlement Agreement The Settlement Agreement provided for payments by the State to the three school districts for desegregation purposes only. Under the agreement, the state makes payment to LRSD, NLRSD, and PCSSD totalling /f $107,723,175 over the next ten years. Jhe state le_gislature and the __Goyg_mor expended these funds without a court order. Moreover, the State also agreed to lend LRSD up to $20,000,000 over the next ten years. The loans are to be forgiven if at any time between the date of the agreement and December 31, 2000 the composite scores of LRSD black students (excluding special education students) on a standardized test agreed upon by the State and LRSD are 90% or greater of the composite scores of LRSD white students (excluding special education students). The settlement plans and the set~~ment do not limit the District Court's ability to re~e the creation of additional interdistrict schools. They limit only how new schools may be funded. This funding may include payments by the State for majority-to-minority transfers, but it may not include the imposition on the State of a share of the capital costs of these new facilities. The agreement does not bar the creation of additional interdistrict schools
it simply provides that, when created, they will not be funded in the same way as the six stipulation magnets. (Refer to entire text of Settlement Agreement in Appendix.) ---~"'---'--u..:2.l~ ~c~oL'ei!urt mandated the creation of the Office of Desegregation Monitoring staffed by a Monitor to supervise compliance yJ the four Settlement Plans and the Settlement Agreement. ~ ~ 111,jj II. Needs Assessment The Little Rock School District, in conjunction with Nortll Little Rock School District and Pulaski County Special School District, is implementing a court-monitored desegregation plan of which magnet programs and M-to-M transfers are a voluntary option to integrate the three individual school districts. Although Little Rock has achieved racial balance through the creation of ~/.,, interdistrict magnet programs in once racially isolated schools, th ~ 1 schools whose percent black to white enrollment exceed the %- atio. The district wants to establish more a~rict voluntary mo ent of students to bring racially-isolated schools within the balanced range. According to the l~D Enrollment'rirvey, there are three junior high schools that meet tltl
~i~
ia. Three of the junior high schools have been targeted to attract white students primarily from school districts of the Interdistrict (Tritrict) Desegregation Plan, other school districts within close proximity of --a-1eUttlei~ck school districts, and private schools. This plan promotes desegregation/
t increas~he grade 7-9 white student enrollment at each grade level of three ~ dally (bla~or high schools. ~ to attain this project's desegregation goals and objectives is the Akr'osface Technology curriculum. Since 1900, the United States has become wealthy and powerful by exploiting the rapid changes taking place in technology, world trade, and the international political order. New developments in technology, international competition, demography, and other factors have altered the nation's economic and social landscape. There will be few jobs for those who ...,,.,..-. -~ lack adequate science/ technical knowledge and who cannot read, follow ...,. sf~ directions, or use mathematics. Higher skill requirements of the economy ~t ~ that schools must impove the preparation of the nation's youth in order to economically compete in the global marketplace. This can only be accomplished if the schools have excellence in technology education, communications, problem-solving, and scientific and technological literacy. This district believes it is absolutely necessary to help students understand their technological future if they are to function as responsible, productive members of a competitive society. This district also believes this endeavor must be a cooperative and concentrative_ effort with this area's prime employers, the aerospace/ aviation industry, the State Department of Education, the Universities of Arkansas, Henderson State University, and Southern Arkansas University-TECH. The aerospace technology education magnet has long range impact for desegregation in e Rock School District. First, it involves further voluntary movement of n-distri white students to prevent the progressive, increasing isolation of pre ommantly black junior high schools. Second, this project has carefully planned for a new racially balanced high school !9 prevent racial isolation in the existing high schools. Between Octobe~ _1987 and Octobe
:r1992, the Black enrollment increased by 9% from a 51 % Black average to a 60% Black L u]Wt' 10 average. The increase will continue due to the progression of the junior high enrollment (69% black average) through the grades. Finally, this district is confident that the aerospace magnet will attract and retain a new enrollment of 360 grade 7-10 white students while maintaining the current enrollment.1 7 These are the reasons: l<>.,P!,.?- 1. "Aerospace Technology" is a statewide p~bc e ducation and economic development effort in accordance with th Arkansas Aerospace Task Force and its creation of the Arkansas Aviatio and Aerospace Commission through passage of State Senate Bill 35. Their mission is to provide "the knowledge and skills that will allow students to reach their full economic potential." 2. 3. 4. 5. The Stipulation and Consent Order of February 1991 amended the LRSD E>esegregation~ to include the Aerospace Technology Magnet School(s) and their maintenance as racially integrated facilities. The public and private contributions of funds for up to 6.5 million dollars to construct the aviation history museum which will implement curricular activities during and after magnet school hours in coordination with the magnet's specialized curriculum. -\-o .\-,.t,M. ~ A successful millage campaign approved by voters f~llars to construct the AerospacE: Magnet High School. ~n.,.,~ The Aerosrace employment need for a skilllli workforce is well known in Arkansas. ~Specially-trained employees...,~required to meet new contracts for aircraft d the employment vacancies li~ ~ the Little Rock Airport , Ccmmi@Si8R. 0~ ~ ~\-(.M'YI. ~<r Technology education is addressed in conjunction with the study of applied mathematics and physical science. More science and mathematics have been built into the existing curriculum. The academic and technology-integrated curriculum begins in grade seven to better prepare the minority student for future employment, college, and success in finding his/her niche in a technological society. Because of the strong aerospace industry and university linkage, and the hands-on problem solving approach used to learn the curricula, the district foresees the inclusion of some Little Rock elementary schools in the near future. ,n~1 Need 1: The Reduction and Prevention of Minority Group Isolation There is a need to establish a new interdistrict magnet at the it
l}iMgh 1~ .._racially balance t ree sc ools. An en -o -proJec enrollment ~nable ( each of the aerosp~=~agne~ls and total magnet enrollment to reflect a ~ 11 J } black/white ratio of between 60 and 40%. The goal reflected by the% black figure in Table 1 is to reduce racial isolation by increasing the number of white pupils in three Little Rocle junior high schools. This will pring the junior high school % black student enrollment in line with the Interdistrict Desegregation Plan goal of 50% black/white. ~ fa ~ ~ TABLE 1 1 Reduce . End of Project . tJ Receiving Schools Now ~r-~ % Black 1. % Black ~~u \ Cloverdale JH 73.7 so.d ---i -t-6\- (cJ 2. Forest Heights JH 70.4 50.0 ~ 3. Southwest JH \ 75.3 50.0 ~ The goal reflected by the percent black figure in Table 2 is to prevent black group isolation in the new high school. This Will be accomplished through voluntary movement of grade nine pupils from the three aerospace magnet junior high schools. The grade nine enrolhnent inciudes M-t@i transfers from NLRso, 0 ,f..._. PCSSD, and other school districts not a part of the Interdistrict Magnet ./l,A,'Off-4.- _Desegregation Plan
and LRSD pupils provided such movement does not negatively impact the racial balance of the sending junior high schools. This will _rDaecsiaelglrye bgaaltaionnc eP tlhane .n ew high school in accordance with the Interdistrict TABLE 2 Receiving School New High School 70.0* End of Project % Black 50.0 *based on the% black student enrollment average for the desegregated sscehnodoiln. g junior high schools located in the attendance area of the new high 12 Program Goal 1: To reduce or prevent racial isolation in the Little Rock School District Objective l .a: By September, 1993, the district will reduce racial isolation through recruitment of white students from out-of-district to aerospace magnet programs. The aerospace magnet program will be balanced when the percent black to white figur s within the 60%-40% balanced range or is 50% black/white. Reduce % Minority % Minority Magnet School Before After 1. Cloverdale JH 73.7 50.0 2. Forest Heights JH 70.4 50.0 3. Southwest JH 75.3 50.0 Objective l.b: By September, 1994 the district will racially balance the new high school through voluntary transfers from the grade 9 continuing magnet enrollment. The new high school will reflect a 50% black/white ratio. Magnet School New High School Prevent- - % Minority Before 70.0 % Minority After 50.0 Need 2a.1: Strengthening the Knowledge of Academic Content For the past two decades in America, the low level of academic achievement in our secondary school has spelled disaster for our youth and for our economy. The statistics are alarming: a. Ninety-three percent of 17-year olds do not have the capacity to apply mathematical operations in a variety of problem settings. An increasing number of the nation's students are ill-prepared for college courses or jobs that require technical skills. (National Assessment of Educational Progress 1988, p.# 2) b. For generation1)traditional prejudices have encouraged mathematics achievement in only a pcrtirn d the student pcpulatirn - middle class white males. Females and mincrities1with the eic:ceptioo cl Asian-Arnericans) were 13 C. d e. percaved as beth 1ess capatie ci learning mathematics, and needing" it les.s. (Mathematics Education - Wellspring ct U.S. Industrial Strength, Deam-t ber 1988.) In txxh participation and achievement, American students in science and mathematics are lagging behind prevtws years andcther a:11ntries. (Science and Engineering lndi~ors, Natimal Science Bard, 1990.) Qnly abo.rt twenty percent ct 10th graders believe thatidogy, chemistry, physics, a geanetry are needed to qualify fa their fl st"' dee cxx::upattm. Only twenty-eight percent believe they need algebra Laigitudinal &nvey ct American Ywth, 1988.) Schcds must imprO/e their science instructim to allo.v the nation to base its ecxnany a, high technology. New programs must be developed and strategies reexamined to achieve the sharp fOCllS required. (The Triangle Cmlitim fa Science and Tedmdogy Educatia,. 1988.) Acarding to the results ct the National Science Foundatim's nationwide study, students are net receiving enwgh hands-en labcratay experience. f. The 1.25 grade-level-equivalent decline in the academic achievement ct high schod seniors lo.vered the natim's productivity by S86 tillim in 19fr'1 and will lower it by mere than S200 tillim annually by the year 2010 (Jwmal ct Curriculum Studies, 1989). Studies demcnstrate that a:mpetence in reading, writing, mathematics, science, and proolem solving are straigly related to productivity in alma
t all jch. At the histaic education summit, September 1989, President Bush and the natim's gO/emas agreed to six national perfarnance gcals in educaticn to be achieved by the year 2cm. These two impatant goals were among those adcpted: Goal IV - Science and Mathematics U.S. Students will be first in the wend in science and mathematics achievement The pocr standing ci U.S. students a, intematicnal assessments ct mathematics and science achievement is no accident, says a new ASCD task face repcrt. It results fran systemic proliems in the quality ct curriculum and instructim in the United States, the uneq.ial q,pcrtunities affaded different students_ and perv~ve cultural beliefs that do little to suppat high mathematics and science achievement The ASCD task face repcrt dtes fwr maja factors CDntril:l.lting to Jo.v U.S. student achievement in mathematics and science. These are 1) Rdaliwly few studads tae a:xases that indude high-lewl culllad in malhemalis and sdence Fewer than half ex students take a chemistry a algret:ra II cwrse and fewer than me in five ever take a a:11rse in physics, trigonanetry, analysis/precalc:ulus, a calculus. McreoYer, the Aaem
at,cm fq ~Cll m Cum0.1hpn Prvd~ . R.m!llng Our Sights ~ng U.S. Ad11eYBIW1t tn Mathlmll:lcs and Sdina, Dlarnt:a' 1991, p. 6 14 widespread tracking a students means many pupils - partiallarly minaities - are never required to learn high-level oontenl 2) Wla::11all':I and mem2 amtmhml\, as WIii as the exflw I ts and a!ll!lll!!il!IIDEil!l'ldsll:s linked tothl!ln, fall torefted the '"fauitlas d k:IKMledglr abcm hallf dlilchn lean bis. U. S mathematics and science curriculums sacr1t1ce depth fa co.,erage, da,'t take advantage d techndogies .. .fail to make crnnectia,s amcrtg the disciplines. and generally ignae the real-life experien<ES and oognitive develcpment a students. In general, students assume a passive rde, with teacher talk, textlxx>ks, and worksheets predaninating. The Natia,al Center fa Educatia, Statistics study recently dcx:umented the percentas,a 8th graders whose science teachers oonducted scientific experiments. @ah Catholic and private - other religioos and nai-religioos 1 &:hods - sci~ce teachers surpassed public sc:hods science teachers a, frequency _r'Once per day, and a,ce per week - fa prCNiding experimentatia, in science (Educatia, Week, September 1992). 3) 1ns1i udil.fl does nd retied the need for all stadmls to masll!r dlall~ cuiib::111. The training and suppcrt affaded teachers too citen fail to reflect the challenge ci delivering high-level crntenl Teacher preparatia, and insavice suppcrt, dass size and teadting Iced, and teachers' oppcrtunities fa cxilatxratioo and dedsioo making all hinder the delivery ci pctent instruction. 4) Oiltural values and dher fa.:hn cudn-ide to the belief._, fer many st:uda high adde..w:alli in malh and science is net worth slriving for er is 1IRiiiltainal:J Except fa a small number a highly mdivated students, many pupils appear to be swayed ~ discnJraging wltural attitudes to.vard math and science prciidency. In additia,, the United States is ooe a very fei.v industrialized demcx::rades that does not prCNide stra,g incentives (such as better jd::6) to students who do well in toogh high sc:hcx:i math and science CCllrses. The Natia,al Science Board and the ~ Panel~that alt students shoold be required to take math and science a full foor years in grades 9-12. The Natiooal Camdl a Teadlers a Mathematics, the Natiaial Science eachers' Asscx:latia,, and the American Assodatioo fa the Advancement ci ence also stated that math and science curriwlums shoold a::nnect earning to watc, integrate principles fran the two fl elds and ether plines, and take better advantage ci technologies. Similarly, grooping students ~ ability and tracking shoold be eliminated. Q Natia,wide research a, tracking suggests that being placed in a lo.v atility track effectively sJams the gate en any pc:6Sititity that a student can take ocurses leading to a:ilege (Natia,al Educatioo Lmgitudinal ~dy ci 1988). 15 Gaal III - Student Achievement and Otizenship American students will leave grades taJT, eight, and twelve having demcnstrated a:mpetenc:.y in dlallenging subject matter induding English, . mathematics, sdence, histay, and geography
and every schcd in America wilt ensure that all students learn to use their minds well so they may be prepared ta responsil:ie citizenship, further learning, and productive empl~t in our modem ec:Cllmty. In respmse to Gaal ni the Secretary cl Labcr's Canmi~ia, a, Achieving Necessary Skills (SCANS) issued its initial report, What Wak Reqyires of Schools. This repcrt identified a three-part toundatia, - basic skills, thinking skills, and personal (11alities - that will be at the heart cl jd> perfamance ooth ta students gdng directly to wale and those planning further educaticn. The SCANS three-part foundaticn and the ASCD panel's science and curriculum 1EUJ11u11endations inducting mere a-edit hwrs will be ina:rpcrated into the project design. In Marcil 1992, representatives fran the tdlo.ving Arkansas educaticn and industry grwps met to discuss the knowledge and academic a:mpetendes that students shwld possess to succeed in preparing fa aera
pac:e/aviaticn careers: Aerospace industry exea.itives Aerospace Educatia, Center Campaign Leardership Aviation Historical Society State Department cl Educaticn Mathematics and Science Consultants, and the Asscx:iate Director ta Instructional Progra~ in Vocational and Technical EducatiCll FAA Air Traffi_c Manager LRSD !:Alperintendent ot Sc:hods UALR Schcd cl Science and Engineering Essentially, the magnet will strengthen the academic achievement cl magnet wonc.-bwnd or a:ileg~l:n.md students in mathematics, science, techndogy, and 7 canmunicaticn crmpetendes in CDJrses equivalent to a:ilege preparatay--' r curricuj_um. Adtttms to rurrent typical~gn language CXJUrse ctferin~ will ,,<~~de an. 1 , e planned magnet program cl studies -~v .J- ltlbe based a, the Arkansas Plan fer Tech Pr~ 2+4+2+2 (February, 1992). ow Industry representatives panted wt hat traditicnal CDJrses" in general science and mathematics, gecmetry, algetr trigcnanetry, and English do net emphasize enoogh practical applications cl tent, especially thase related to the high-tech '1mow-how, #a~lity-to-do" requir, in industry. It is imperative that industry and the public sc:hods waic tog her to b.lild strong, relevant science/math/ a:mmunicaticn/tedlndogy st into the c:unia.ilum. Relevant curriculum 'Z l I ~ means the camectedn-~ .....,.,L ~a-k and the magnet's specialized OJniOJI:~ The magnet progra~~~0.1late oourse a::ntent and a career ladder fran LRSD to UALR in Engineering Techndogy and LRSD to Hendersa, State University in Avtattrn. 1. State ct Arkansas Basic Siems Testing The Arkansas :Minimum Performance Testing Program is the mandated state effa1 fer repcrting the number and percent a grade 3, 6, and 8 students displaying mastery in reading, mathematics, language arts, science, and scx:ial studies. LRSD minimum perf=ce t~ results fer all students and fer students categcrtzed by ( and ite) dCXl.lment national mathenatics and science findings 1 , , and al a::nfinn the cpinion held ~ industry oo cxntent tested Tatie 3, famd rn the cp~te page, display. s what basic skills are tested in mathenatics and sdence(__An analysis a what is tested and ho.v is indicated in the a::nduding statenents belo.v Table V This infonnattrn is pcrtrayed to show the need fa- a riga-ws ~ and sdence linked program Q \ 17 TABLE 3 - The Arkansas Mint mum Pedronanc:e Testtn& Pr:QJUaro Grade s B
wc Sktns A. Mathematics Numeration ldent. whole num. place value Recog. whole num.tword name Round whole numbers Recog. dee. word name/std. fm Compare decimals Whole Number Add whole numbers Subtract whole numbers Multiply whole numbers Divide whole numbers Solve Reading Problems B. Science Earth History Define Earth History terms Identify evidence which supports theory of plate tectonics Matter and Earth Material Identify characteristics of matter, rock types, minerals Identify particles of nucleus/energy levels of atom Define pH Earth Process Define earth processes terms Identify agents of erosion 18 Rational Number Change Fraction/equivelent Add/subtract fractions Change Fraction to Decimal Add/subtract decimals Multiply decimals Divide dec.-by whole number Write percent as decimal Maurernent Select metrir./cu~om meas Determine line seg. length Geometry Identify Shapes Find perimeter Probablllty/Statlstlca Inter. charts/tables/graphs Meteorology Define meteorology terms Identify major cloud types, layers of atmosphere/gases used, air pollutants and their sources, four types of precipitation Identify weather Instruments Identify lightning causes Interpret data from a temperature graph Oceanography and Watercycle Define Oceanography terms Identify water cycle Identify causes of water pollution Unlverae/Astronomy Define universe/astronomy terms EnergyMmural Reaourcea Define environmental terms Identify/classify natural resources as renewable/non-renewable - 1 1 Test items fer science and mathematics reflect 1cno.vledge and skills typical a an upper elementary grade program Measurement and geanetry is minimal. Testing cf physical science cx:n~ is limited Test items indicated ~ the werds recognize, identify, determine, seiec:t, define, ask students to recall informatia,, the lo.vest level cf thinking per Ba:m's Taxaiomy. Condudini Needs Statements If ntes-dk:tnct d distri gnet students are, by the year 2000, to leav~ grade 8 having trated cx:mpetency in challenging suqec:t matter, then this interdistric:t magnet must proode the fdlo.vtng The appHcatia, cf mathematical skills in science thrrugh a hands-a, industry-relevant program which measures student rutccmes thrrugh pertcrmance-based asses.mlel_!l Academic cxntent strengthened~ cx:nnecting cmcepts fer earth, life, and physical sciences to engineering tedmdogy and aviatia,, and teaching fer cx:nceptual understanding. An instruc:tiooal approach with 10~ utilizatia, cf the science pra:ess skill~ and experimental design The use cf tec:hnotogy as an instructiaial tod in cx:njunctia, with a:mputer simulations and applications fer reccrding and interpreting data. Talie 4 repcrts the percentage cf grade 8 students (cf the Aerospace Magnet junier high schools) passing the Arkansas :Minimum Perlcrmance Testing Program by race and gender catagcries as a:mpared to the perca-tt passing fer all students in the district. TABLE 4 - The Arkansas Minimum Perfcrmana! Testing Program - Grade 8 Academic Area Junior Hiah SchoollDlatrtct Pwcent P ... lna All Students White Students BlackStudents SCIENCE Male Female Male Female District Coverdale JH 64 95 79 70 48 Forest Heights JH 62 83 96 49 53 Southwest JH 46 n 33 46 35 MATHEMATICS District Cloverdale JH 86 95 89 83 85 Forest Heights JH 80 87 93 70 81 Southwest JH . 75 87 76 69 73 19 , .. Results dearly show there ts a disparity in mathematics and science perlamance between white and rfack students. Maj~ differences in the percent passing rate cxx:ur between 1:iack and white males in both su~ect areas. and white and 1:iack females in sdence. The wide race-gender :) perlamance gap substantiates the neEd to strengthen how science.is taught to ensure equal access toward progress in the are curriculum 2. Stanford Achievement Test, Eighth Editia, Students in the Little Rock Sc:hcd Ilstric:t also take the Stanford Achievement Test ~ng. Stanford assesses achievement in all a:ntent areas - Reading, Mathematics, Language, Listening, Science, and Social Sdenm The Science sutxest reflects the natimal trend in science curriculum toward emph~zing a:ncepts ct science rather than isolated facts. However, Stanford uses the traditimal divisims dtphystcal science, tidogical science, and earth/space science as the vehides fa testing skills and understanding ct basic CD'lcepts. The prqxrtims in which the areas ct science are represented m the sutxest reflect the emphasis each receives natimally. In mathematics, Stanford has three su~ects: Ccncepts ct Number, Mathematics Computaticn, and Mathematics Applic:atims. Special Sa:JreS in using itt!J lnfamation and Thinking Skills are derived fran an evaluatim ct responses students make to items embedded in several sutxests such as Mathematics Applic:atims, Science, Scx:ial Science, Language, and Reading Canprehensioo. Grade eight and nine below nam percentile sares fa students enrdled in the three magnet junior high schcxis are shown oo the next page in Tal:ie 5 fer Mathematics, Science, Using Jnfcnnaticn, and Thinking Skills. Results are expressed as the percent ct students in "1artiles me and two who sa:red at a below a specified percentile sa:re Tctal district percentile sares are used as _a tmis fa cx:mpariSCll to individual schcxi results. 20 J G R A D E 8 9 .. 8 9 8 9 8 9 Content Area by Quartiles DISTRICT N = 1669 N = 1625 SCHOOLS Cloverdale JH N =214 N = 199 Forest Helghta JH N =205 N =210 Southweat JH N = 167 N = 183 TABLE 5 - Stanf erd Achievement Test Spring 1992 Grades 8 and 9 Percentile Sa:res Mathematica Science Us~n Info. Pcerde ecore Pcef1tlleecore P eecore Q1 02 01 Q2 01 02 - I 17 35 23 40 22 41 13 29 27 45 28 46 15 28 21 36 17 35 13 23 27 39 26 43 15 31 21 40 20 38 18 30 30 50 31 51 13 23 21 36 20 35 9 21 24 36 26 43 Quartile 2 - ~ ct students sa:red at er below these sares Quartile 1 - 25,, ct students sa:red at er below these sares ~ Thlnklnf. Skills Pcent ecore Q1 Q2 20 40 23 41 17 34 21 55 15 35 22 43 17 28 20 36 ~ ~ ~ Results indicate, except in me inst~ that prq:,ased magnet schcxis have sares lower than the dism_g.7 ht~trast to the Arkansas Minimum Praidenty Testing, students faired better' in science than in mathematics. Sping 1992 was the first time the LRSD has given the Stanferd Achievement Test. The percentile sares shONn in Table 5 will serve as baseline data fer devEicping this magnet's student performance d:,jectives in the academics. ~ Need 2a2' The Underrqresentation cl Mincrlties In Sdence and Math The Congressimally estatiished Task Ferc:e a, Wanen, Mincrities, and the Handicapped in Science and Technology r~. O,anging America: The New Face c:i Science and Engineering, fcund thaf__]l.acks. who comprise 121, c:i the U.S. pcpulation, make up just 2,, ct all scientists and engineers. The findings are especially 21 unsettling oonsldering changing demographics. Prqec:ticns indicate that by the year 2CXXl, Blacks and Hispanics cxmtined will make up 47~ ct the American students enrdlment As a resulj it is imperative that the naticn and locaJ school districts take extraordinary steps to prepare minaities ta greater levels ct partidpaticn. in science, math, and engineertng. The Quality Educaticn ta Minaities Plan fa improving sdence and mathematics instructim nationally calls for q.iadrupling the number a minaity students receiving bachela's degrees in the sciences and engineering fran 17,000 in 1987 tc,68,000 l:!,' 2CXXl (Educaticn Week, April 1992). In the Little Rock Sc:hcx:i Ilstn5~ a the grade 7-9 enrdlment is Black. This is a 7% increase o,,er 1987 figures. LRSD anticipates ccntinued gains in the number/ percent ct Black students. The aitical issue ct underrepresented minaities, i.e. Blacks. and the need to bing Blacks up to parity in perfamance and graduatim rates, and in cxilege enrdlment is a gaal ct the LRSD as evidenced in the Pulaski County Schoo Desegregatioo Case Settlement Plans and Agreement: 1t any a the Incentive Schcx:is remains racially identifial:ie (SO,, or mae Black) after six yeiars. LRSD has explicitly a:mmitted itself to a:ntinue pre> viding cxmpensatay and enhancement funding (refer to page 4). If at any time between the date a this agreement and Is:ember 31, 2CXXl, the cxmpa
tte sa,res ct LRSD Black students (excluding special educaticn students) a, a standardized test are 90~ a greater ct the ampa
ite soores ct LRSD white students (exduding special educatia, students), the esaowed funds will be paid to LRSD and any ootstanding -loons will be fagiven. The intent is that LRSD will receive 20 millim ddlars plus any acx:rued interest if its gaal a increasing student achievement is reached and that the ~ate will be repaid in full amo.mt ct all loans plus interest if the LRSD does net reach its gool (Seftember 1989). The m:1,on,1>t roUs 1,571 Black students. CurriClllum focuses en math/science a:n ent as related to car~.Aera
pace industry. Additiatally, the magnet provides the student wtth~eer q:mms artiClllated to university pre> grams. This magnet was purpa
etully designed to lay the foondatioo ta later academic perfamance and interest in math and science-related fields. lnduded in the design is career cnmseling. Career crunseling will stress in the student self-wcrth, motivaticn, and ammitment to acxx:mplish personal goals in learning and ~ aspace career preparaticn. The sc:hcxi district, industry, and higher educaticn believe this crllatx:rative effat to devel a high tech, marketalje skills magnet will ccntribute significantly to raisi g Bia student acheivement in mathematics and science, and to inaeagng umber ct students receiving asscdate and bachelor degrees in engineering techndogy and altway science. f/_ 22 \leed 2b Develcplng :Marlcetatie Technical Sktlls 'America's once-commanding lead in the aittcal techndogtes driving eca,anlc OWth and nattaial security is selwsly threatened by faelgn crmpetttas, the :OOndl a, Competitiveness said in its repcrt Gaining New Gramd: TechndQi.Y Priaities fa America's Future. The term High-Tech ts used to desatbe a wide artety a businesses and industry which indude: aerospace, a:mputers and dtware, tel ecx:u u uunlcati ans, eledrailc oompa,ents, medl cal technology, nstruments fa measuring and a:ntrolttng manuf acturtng processe.5, energy, , 3lvironmental, phctographtc, lasers and q,ttcal, and data processing services. The Natta,al Center fa Advanced Toc:hndogies (NCAn a the Aerosp~ Industries Assodatta, (AIA) Key Techndogies fa the Year 2cm Program have ndenttfled these hlgh-priaity tec:hndogles: Computatta,al Sdenre Scttware Develcpment Advanced Metallic Structures Advanced Composites Superoonducttvtty Ultra- Rellatie Eledrailc Systems Artifldal lnteJlegenre Airbreathlng Prcpulsla, Rodcet Prcpulsion Optical Information Processing Advanced Sensors These techndogles represent a shared view a U.S. tedmotogy requirements. Gitical technotogtes in Engineering Prcxfuctia, and Electronic Canponents where the United States is falling behind a will net have a presenre are represented in Tatie 6 a, the next page. U.S. Departmern olC.011111eceard Odens,: \\hlte HouseOHceolSchnce a,d Technology (Rela- to Appendbc. for deflntiom a,d list cl contrlooting organzations. 23 l l J I TABLE 6: Ted:Jnd0ies in Which the United States ts Weak, Lostna Badly, a: HAS LOST Design for Manufacturing Design ct Manufacturing Processes Flexilie Manufacturing High-Speed Machining Predsicn Machining and Faming lntegrattcn ct Research, Design. and Manufacturing Integrated Orcutt Fal:ricaticn and Test Eq.iipment Robotics and Autanated Equipment Taal Quality Management MemayOlips Printed OraJit Balrd Tedmdogy Optical lnfamaticn Sta-age Multichip Packaging ~stems Liquid Crystal Displays Electro Statics Sa.tJ"Ce Camdl en Canpetitiven~ partial listing This infcrmatioo h~ implicattcns fa the need ct this magnet to - teach industrial relevant technology slcnts in stattH:t-the-art technology laboratories - place a heavy fcx:us a, the applicatioo ct scientific kno,vledge - use engineers and tedlnidans fran industry~ instructors - provide industry-blsed learning experiences for students. Students in this magnet are primarily being trained~ tec:hnidans. Technidans wcrting with autanated eq.iipment must be familiar with tdh scltware and hardware used by <DmpUters and miaq.Tocessas. The development, design. installatia,, calilratioo, manufacture, assembly, and fabricattcn proasws using sqi'listicated equipment, tools, machines, and cx:mputers require a oomtinatioo ct kno,vledge and slcnts ectending far beymd the simple fail-safe mechanical devices ct a few decades ago The aera
pace industry and its array ct suppliers and sul:Hx:ntrac:tas are amCl'\g tha
e that witt increasingly req.iire techndogically literate entry level wakers. The American Vcxatiooal Asscx:iation (AV A) and the Center fa Oa:upaticnal 24 Researdi and Develq,nent (CORD) pdnt a.rt that technidans run-ently being prepared for entry in tancrrow's wcrk fcrce shculd possess several important charactaistics. A few cl these are highlighted belo.v because they have ramificatiais oo the rurrtrulum desaibed later. 1. .., 3. 4. A BROAD KNOWLEDGE BASE: They must possess fundamental academic skills in reading, a:mmunicattng, oomputtng, and applied science. COMPlITER LITERACY: Many high tech processes are a:mputertzed. Thus waters shculd possess a tasic understanding cl axnputers and their appltcatia,s in manufacturing and management infamatia, system.s. At. base, students should have the kno.vledge necessary to acress and use miaoprocesscrs cr intelligent a:mputer terminals using wnmesdally available scttware packages. AWARENESS OF A RAPIDLY CHANGING WORK ENVIRONMENT: Develq,ments in CAD (wnputer aided design) and CAM (wnputer aided manufacturing) alatg With advances in telecxmmunicatiatS, integrated dra.rits, laser/ epics and ether wnputer applicatims assure that techndogy Will oonttnue to grow and ecpand Thus, technical workers require a l:road base in technical and mathematical kno.vledge so that they can learn new techndogies and assimilate new infcrmatiat after they are employed. UNDERSTANDING OF A SYSTEMS ORIENTATION: Modern manufacturing tec:hni~es are wnprised cl a:::mplec inter-related systems a electrical, elec:trmic, pneumatic, hydraulic, thennal, and optical devices. People who wcrk with sudi equipment need a broad understanding a such systems. ~alists in each a these fleids Will still be required, but a grasp a the overall system a prcductim Will be impatant This grasp calls fcr an interdisciplinary appraadi to training. >~ 'With the diversity c:i high technologies, the need fcr new oourses is great. This Will require LRSD to integrate techndogies and new oontent into 'sting oourses as well as aeate specialized oourses a study. Sane ecamples i magnet are Ccmputer-alded Design (CAD) Applicati005i Lego Logo Rdxxics, igh Tech PresentatiatS, Airwirf Science Currirulum, and Quantitative Uteracy fcr Aerospace Althalgh LRSD has prepared CDJrse desaipticns and cutlin~ to appendix), additimal Wltent outlining lalxratcry and design prqect(~ be deveiq>ed with aera
pace/aviatia, rep-esentatives and the university. Flight and space Wlcepts need to be infused into the new science rurriculun,thus aeati~ science oourse a study. hi additia,, oourse oontent ~ ~ into an assessment design that measures actual student perfonnance in academic and wcrk-based learning requirements. 25 ~~ / Need 2c Emplg,,ment and Tratnin & Needs in the AS[cg,ace lndustzy -----/ Today tn our a,.intry there ts a aittcal need fer high~ ~dth~art technidans in the aeraspatE Industry. Aaxrdtng to~~ the Arkansas Aerospace Task Fer~ Toe greatest challenge ts to aeate an educated wcrkferce able to rapidly meet the needs c::t the industry. Although there will always be a need fer specialized training, tn the 1mg term much can be dme to betta- prepare students fa empt~t Educatim is our largest invesbuent in Arkanw and that investment prq,eriy focused can be air mast significant advantage CNB" cthastates.. This statement parallels the dtsturang finding a the U.S. Labor Department's Secretary's Canmissim m Adueving N~ Skttts (SCANS): Mere than half c::t alt young peq,te leave schcxi wlthait the skills needed fa productive empt~t These young people will fac:2 the 1:ieak praspect a dead-end Joo after dead-end joo interrupted mly ~ periods c::t unemployment (Educattm Week, May 1992). Aax:rding to the Natimal Ca'lter a, Educattm and the Eanany, the ava-age skttt level c::t graduates net baJnd fa cxitege is the functimal ecp.iivalent a aln.rt a 7th a 8th grade achievement level. M:lSt at risk are students in the so-called general and vocattmal "tracks. Because employers generally aren't interested in the a:,urses jd, applicants have taken er the grades they have earned, these students have little incentive to take tough academic d~ er to earn high marks. As a result, high schod becanes a hdding tank fer th~ not gang a, to cxitege. Researchers studying the waicferce pcint to an antnais sign: good jcbs - the kind that c::tfer reasonal:ie pay and the cppcrtunity to advance atmg a career ladder - are gradually being shut at to students fresh ait c::t school. The mcst prominant ecplanatim fer such findings is that white the skttl and knowledge requirements fer entry and advancement in the werkf ace are rising, graduates are nct being prepared to meet inaeased demands. New werkers must be aeative and resp::xlsible prdJlem solva-s and have the skilts and attitudes a, which empt~a-s can tuild, aaxrding to the SCANS Canmissicn Traditimat jd,s are changing and new job
are aeated everyday. High paying, tut unskilled jcbs are di:,appeaabtg. What the Canmisslm calls "high-perfmnance" wakplaces are mere flexil:ie and custaner aiented. Schcxis must teach the skills peq,te need to be productive and adaptable werkers. A a:mmitment to meet this chattenge was adopted in a resoluttm by the Beard c::t Diredcrs c::t the Qty c::t Uttle Rode to use ec:cnanic develq,ment funds to develcp an .Aera
paa! Muse.im and F.ducatim Center. Resduttms pertinent to the employment and training need fa this magnet are stated below: "Wber5' the cf' d IJl8e Rlu has lllilialianed an euaanj1,
devdqanad frmd mthal: fhe dfy can euwu::.::gc and pUide lhe malnlenanae d ~ and 26 'Wlw:: Ell dlies and slalls thmapoat aarnatlm mdbme IDll!le f1mds fa rnlk.dl!v!lqmmll lopuude Ille malan and ma1n11manm d ~ and 'Wla 'he di
)- llauagl111s &u.uuik: DIM!lqmmd Rmd male awallaiJle S3 nllkm to fadllta the cnallm d mme than 3111 Jda alAn.mN+-.e1and Ytbi::'-4 c:11121115 and ban harejdned kp8w toJian fer an w+1wrue 111andtheUl8elld -'=1weTtdadogr IC rSdai (nflafl'lll!lyth&,AF+-.aeOirurtapatdthe UtBe Rm Abp:at am rmpa
and Wbti 'he dt:J wlD ba.Eflt ~ be slnnglhmed by an .. w: ,-e Cmla'tomal:ie rm dlb&as ID be ballll!ld fcrjdls in thenlaled as-,we bdaslrywhida ts gt<Mbtgin Ullle RDm. Two SCANS repats ootline the sktlls students shoold be taught and what needs to be dooe to effa::ttvely teach than In additim to the foondatim sktlls (refer to page 5), there is a set ct fivt: w11peteaides that are at the are ct Jci> perlamance. Aaxrding to SCANS these will be needed ct all graduates, b:th the ailege-bamd and those directly entering the wakfcrce. The five wakplace crmpetendes are desaibed below: :&.si was Fmployees need to be able to identify, agantze, plan, and allocate resources (such as time, mmey, materials and facilities, and human resoorc:es). lnl&psan.i slcllls. Employees shruJd be able to wak effectively with ahers. F.xamples are the abilities to partidpate as a member ct a team, teach ethers new skills, serve dients or a.istaners, exercise leadership, negotiate, and wak with diverse people. lnfmmalim. Employees need to be able to acquire, evaluate, interpret, and wnmunicate infamatim, as well as to use wnputers to process informatim. S,:atma Employees must understand ha.v sodal, aganizational, and techndogtcal syst~ wak and cperate effectively within them They must mcnita and WTect perfamance, improve the quality ct prcxructs and savic:es in existing systems and develcp new a alternative systems. Tedaad'V- Empl~ees must be al:ie to judge which sets ci prcx:edures, tools, a machines, tnduding wnputers and their progr~. will produce the desired results. They must be al:ie to set up and cperate wnputers and their progranming syst~ as well as maintain and trrubleshoot techndogy. 27 The Ccrnmissirn's plan as detailed in America's O,oice High Skills cr Low Wages also remnmends that: All stud1::11b mml meet a naticnal sladad cl tib31icmal exallence by age 16 er sacn thaeal'ld. Sllatads _fRlling a 91::ries d perfu11r~ I a.BESSIDibtl!l'ldsll:s that Idled 11M: st.a.dad .add ftll!ive a Qrtlflc:ale d Initial Masmy. Nm ft!1DE:iving the mrtifi~ sllldt:ids wmld da.ue to go ID wort. enll!r a ailcgc pq> pqpaa,. er study fer a tl!danlcal a pt.les&ialal Cl!ltifiClle. In~ prqec:t design, the SCANS canpetendes will be inmrpcrated into the mathematics, science and technical causes of study as well as the design for measuring student pertonnance and the attainment a this magnet's program oqec:tives. The change ~ envisia,s will recplire additiaial resources through the funding of this prqec:t. Amrng the mast impatant will be investments in curriculum wrtting, teacrer training, technology and instructional material including oomputer-based and multimedia material. To address the emplayment and technical training needs, Little Rod's Aerospace j- Campaign Leadership and Industry has turned to LRSD, UALR, and Hendersa, State University to develc:p a better student. ~ With the assistance of the United States Department of Educatia, and the Little Rod< Aerospace Campaign Leadership and industries, LRSD beleives it can provide a state-a-the-art technology-driven ~ematics, Airway Science and Engineering :t-viagnet Program which meets the purposes, priaities, and spedal CC11sideratirns a the MSAP as well as addresses the natirnal imperative to maintain a wcrldwide c:anpetitive lead in techndogy. P.cwaia Gaal-2 To strengthen the kno.vledge c:i Academic Caitent and to develc:p marketable technie2I skills c:i students in project magnet schools. Oqec:tive 2.a 1: Perlonnance Assessment: Applied Science/ Mathematics/Techndqgy Integratia, with SCANS Wakplace Cpmpetencies and the Occupatirn Program Majors By the condusirn d the prqect period at least 80% of the grade 7-10 stud:en s( J enrolled in the magnet schcxi program will have attained the WakReaw ~ Proficiency Levela a, the LRSD-SCANS Perfcrmance-Based Assessment , administered the first week c:i May. a \'Vhat Werk Requires ci School, a SCANS Re,port for America 2000. p. 24-29 (U.S. Department ci Laoor Secretary's Canmission a, Achieving Necessary Skills. 28 b Perfamance Standards will be set the first prqect year when actual baseline data bea:mes available. 0qective 2.a2: Perlonnance As.sessment: Certificates d Initial Mastezy (OM) By the c:a,lusion of the prqect period in 1995, at least 90% cl the grade 10 students in the magnet program will have achieved a Certificate cl Initial Mastezya as repcrted on the student's Cumulative Resume and verified by the site magnet As.sistant Principal. aoM is defined as the attainment cl an overall standard. The overall standard will be estaliished by the end cl the first prqect year in relatia, to student ootcx:mes repcrted for oojectives 2.a 1 and 2.Q and the Cumulative Resume. The Cumulative Resume will show prcliciency levels fer the werkplace cx:mpetencies and Aerospace Techndogy courses completed based on evaluatia, results retlecte::i in Pcrtfdias and Perfcrmance-Based ~ment materials. Leaming a Living: A Blue.print fer High Perlcrmance, A SCANS Re.pert fer America 2000. pages 60-68. Objective 2.b: Pcrtfdio As.sessment By the ca,dusia, cl the project period, 80% cl the grade 7-12 students enrdled in the magnet schcxll program will sare at er above an established cx:,mpetencya sare a, each cl foor (4) teacher and student selected SCANS Integrated As.signments. One repcrt er assignment must be selected fran each of the four (4) major areas. The extent to which this ~ve is met will be detennined by teacher records and verified by th~ Assistant Principal. aeanpetency will be defined as an average cl at least 2 on each report using the follo.ving scale: 4 Well beyond expectatia,s fer grade level
extraerdtnary. 3 Does better than expectatia,s fer grade level
cxrnpetent/fluent. 2 Af. level er average perlormance fer grade level
appears canfcrtab1e with demands cl prqect. 1 Approaching average perfcrmance for this grade level
some skill/ comprehensia, acquired. 0 Nc::wic:e
no evidence of relevant skill/ ccrnprehension c.omputer Technologx 1. Word Processing/ Keyboarding - Using proper keyboarding and editing skills to produce documents. 2. Graphic Design: Using the graphic program to prcx:!uce graphics. 3. Communicatiais: Using speaking, writing. video er hypermedia to 29 express an idea. 4. Programming: Being able to write a set ci instruciicns in the hype-media or LEGO/ LOGO environments. and Technd ogy Lab 2000 1. 2. 3. 4. and Aet:9sliace Science 1. Scientific Method - Experimental Design: Given a questioo a a problen\ students wilt famulate a hypcthesis, design an experiment, cbserve and draw CDldusions fran the data 2. Process Skills: Canparing, a-ganizing, categaizing, relating, inf erring. applying. 3. Computer Technology fa Scientific Purpa
es: Having a product that reflects the use ci computers, laser discs, VCR's, cala.llata-s, and science equipment. 4. Self-Assessment/Self-Esteem: Student and teacher selected wa-k will be placed in individual student pcrtfdiCE. and Airway Science 1. 2. 3. 4. or Engineering Techndogy 1. 30 I 2. 3. 4. o?ective 2.d Program Effectiveness During June c:i each prqed year, at least 80% c:i the parents, students. and teachers will rate the fdlowing items Neffective" a, a locally develcped survey: breadth c:i o.miwlum program quality parent training teacher training use of community resources program ca,tributions to career cptions improved student adlievement positive ca,tributirn to student career plans By the conclusion of the project in 1995, the percent of Aerospace School students scoring in the second, third and fourth quartiles on the Stanford Achievement Test:in mathematics and science will exceed the percent of students scoring in the sec9nd, third and fourth quartile~. in other LRSD schools_ in grades 8, 9 and 10. 31 III. Plan of OperatiQn A. Management Plan This section will discuss how the LRSD intends to manage the Aerospace Technology Magnet in order to ensure proper and~ administration of the project. This will be accomplished through a traditional vertital management structure ( shown below) complemented by new cross-functional organizations as used in McDonnell Douglas Corporation's (MDC) Total Quality Management (TQM) System. \ \ \ \ \ \ &I.IS ~\\..o ...... ~ .UO" 'o.... P.,. c:.,c--,1.)~ ~ 1. Vertical Mana1?,ement Structure r f .... ,....f' .. ,)-:. (..J,.,>.:.\~ ~ r.:1_ u.~ \ c:.\ .. ~"'"\ \.~ ~ \ ~-~ \ t. ~~ t \L~ Little Rock School District \:,".....\.w - Board of Education .ft rl\J+~~-'- I ~Lo-)u '-' -ri_ Superintendent of Schools I Associate Superintendent Associate Superintendent Associate Superintendent Organizational and - School Operations and - Curriculum and Learning Learning Equity Climate I Assistant Superintendent Secondary Schools I Magnet School Principals I Assistant Principal- - Aerospace Magnet Magnet Site Manager Project Director I Magnet Specialist Teachers 32.. Management Plan (continued) As the chart illustrates. the overall administration of the magnet is centralized in the office of the Assistnat Superintendent for Secondary Schools who supervises and evaluates junior high and high school principals. The chart also shows there will be a Project Director . who will report to the same Assistant Superintendent. The Project Director is responsible for the implementation, monitoring, and on-going planning and evaluation activities of this magnet. Duties include: securing industry and university personnel to assist in preparing technical course content and to train teachers on curriculum products
training personnel on the preparation of performance-based assessment material
ordering all equipment, software, and instructional materials relevant to curriculum . implementation
arranging for/ overseeing the installation of all laboratories
coordinating the public information campaign to recruit students across district lines
establishing/chairing the TQM Executive Steering Committee
assisting in identifying qualified, talented instructors
orienting project personnel and teams to MSAP purposes, and student and program outcomes related to these purposes
maintaining expenditure records per grant award
and preparing nrcw,,-,f-,,-7'1-n~ .. ~ to the U.S. Department of Education, LRSD Board of Educatio , agnet Review Commit , Universities, and Aerospace Campaign leadership. ~ -'.Ftte1~oJieec:cit Director w1 wor t ough the magnet site principals to direct the magnet school managers / assistant principals on their implementation responsibilities. The Magnet Site managers I Assistant Principals will be responsible for organizing teacher and student team~ and the Block Schedule at their schools
monitoring curriculum and performance-based assessment implementation
and collecting evaluation data. I l ] 2.a. Cross-Functional Organizations: TQM Executive Steering Committee The TQM Executive Steering Committee will reJX)rt to the Assistant Superintendent of Secondary Schools through its Chairman, the Project Director. Membership will be composed of the Magnet Project Director one Magnet School Principal four Assistant Principals - the Magnet Site Managers the Aerospace Campaign Leadership Vice.:Chairnian the General Manager, Rohr, Inc. one LRSD Board of Education Member the Dean, College of Science and Engineering Technology /UALR the Department Chairman, Mathematics and Science/UAPB the Director of Aviation, Henderson State University the Dean of College Division, SAU-Tech 0 the Magnet Review Committee Chairman ----------r----......__ the Aviation Museum Director LRSD Math / Science Curriculum Representative The Executive Steering Committee provides management guidance to enable the magnet to accomplish MSAP purposes, the project's specific objectives, and first- time program quality. The Committee's specific responsibilities include: Providing review and oversight of progress as indicated in TQM Implementation Plan Implementing TQM Measurement Tools for monitoring and assessing effective program performance, and achieving Systems Improvement/ Problem Solving (refer to Evaluation Plan) Providing guidance to Horizontal teams that are empowered to ensure continuous improvements to program implementation and operation Implementing Public Information / Marketing Campaign Formulating final Articulation Agreements through university members Coordinating Funding Plan for continuing program operation 2.b. Cross-Functional Orgaoimtions: Horizontal Teams The Horizontal Te.ams primarily represent the student and curricular / instructional technology organizational are.as and require integration to function effective] y. The Horizontal Teams are as follows: Engineering Technology Airway Science Applied Mathematics and Science Information and Guidance Student Recruitment / Placement Teacher / Student Teams
Scheduling The te.ams provide focus to program implementation and the process of continuous improvement as well as increased communication and shared decision making among the collaborative partnership. Horizontal Te.am responsibilities are outlined below for e.ach of the six te.ams. The Student Recruitment I Placement Team provides focus ment for the recruitment and enrollment of a white student popul tside of the district and a black student population from wit,~bd=<I"" reduce racial isolation. Processes and procedures for student-as nt with district and Magnet Review Committee policies, and are enhanced by this magnet's recruitment strategies. The Applied Mathematics and Science Team provides focus and improvements to teacher training on the presentation of content to thematic instruction, job-related applications, investigative activities, and technology integration
and performance-based assessment. The Engineering Technology Team provides focus and improvement for curriculum development and instruction consistent with industry standards, including emerging technology requirements, SCANS Know-How integration with academic instruction, and work-based / work-site learning experiences, performance evaluation, and certification. The Aviation I Airway Science Team provides focus and continuous improvement for curriculum presentation and articulation, and progress toward student certification in accordance with SCANS Know-How and FAA regulations. The Information and Guidance Team provides focus and improvement for career development and progressive communication to the community and industry regarding the education6.)md employment potential of students who participate in the magnet. This includes postsecon'Mary articulation, e, 1 three-level career path and wage / earnings, occupational I 1 cenification. industry-based work experiences, and preparation of career education/workplace readiness curricula. The Tea.cher-Student Organization Team provides focus for restructuring teacher and student assignments, and the Master Schedule to Block ("flexible") Scheduling. This new organizational approach is described on ~ The Magnet's Management and/or Teaching Staff will meet to review / assess implementation on regular basis as indicated below for specific groups: {f
-: TQM Executive Steering Committee ........................... Quarterly Superintendent's Cabinet .............................................. Quarterly Assistant Superintendent Project Director, Magnet Site Assistant Principals ..................................... Twice Monthly Horizontal Teams .......................................................... On-going until the instructional program is implemented
then twice monthly Project Director, Teaching Staff, and Magnet Assistant Principals ........................................................ Monthly ) B. TQM Implementation Plan Overview The Magnet's Operating Plan will apply the MDC Total Quality Management System as an integrative mechanism for achieving MSAP purposes and objectives. Progress toward the Operating Plan will be formally reviewed each quarter by the Magnet's TQM Executive Steering Committee, and the Superintendent's Cabinet,and twice monthly by the Assistant Superintendent Project Director, and Magnet(sii
)Assistant Principals. This review process ensures that management stays on track with-"implementation activities and takes corrective action. if necessary. The Summary TQM Implementation Plan includes 13 majorobjectives and supporting tasks grouped according to three elements of the Magnet's TQM system: Personnel - School and Management Partnerships Teams
Supportive Cultural Environment
and Formative Evaluation System and Processes. Tables 7a, 7b, and 7c show the 1993-95 Summary Implementation Plan. * McDonnell Douglas Space Systems Company 37 I I I I Table 7a Summary TQM Magnet Implementation Plan Attract /Hire / Orient Right Personnel :l Announce Openings-Management, Teache-----~ Attract Experienced Management People Recruit Top-rated Local Talent _______ ......, ... :J Interview, Select, Assign Personnel ------+-L=-+---+---+"'"'"""I w All Hands Orientation Meeting --------+---"'~--~--+---+-- Project Director Briefing on - MSAP Goals and Objectives - Magnet Student Outcomes and Measures - Curriculum & Instructional Technology - TOM Implementation Plan - Management Plan - Program Coordination with Museum of Aviation History Form Partnership Management Teams
Brief and Train :J TOM Executive Steering Committee _____ ---fl_ Institute Orientation Program -------~ (8-1) Train for Increased Accountability------1---.,..... ....... ~ ....... ~ .............. ,...... ....... ~ ....... - ::J Horizontal Teams ___________ ----1-~ Institute Orientation Program _______ -+--t~,.,.,.:,~,..,.,.,..J....,..,.,.,....h,..,.,.,.ml,.,.,.,.,.,.,.,I Train for Increased Accountability _________ ....... ....... ~ .............. +" ....... _ ....... """"i Achieve Magnet Student Enrollment ::.J Implement Recruitment Plan --------f-"""'~..,.....~ ..... White Students Across District Lines and Private Schools C Black Students within Magnet JH Schools White Students within LRSD - enrolled in Magnet JH Schools or other LRSD JH Schools :J Assign Students to Magnet Junior High Schools __ +--_-+<-<......,<-<1 ::J Assign Grade 9 Magnet Enrollment to New Aerospace Magnet High School KEY: Bold Text = Objectives ~ = Supporting Tasks A = One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June Table 7a (Continued) Personnel - Teams and Partnerships Implement Student Information and Guidance Component Advise Students on Occupational Program 1st 2nd. 3rd 4th :1st 2nd 3rd 4th Majors and Economic Potential --------+----+---1_ ...... ~ ....... ....,,.. ....... ~-....... .,,.... ....... .......... - Career Path at 3 Levels - Job Descriptions - Articulated Course Sequence I Advance Credit - Occupational Certification Achieve Teacher I Student Organizational Plan 0 Form Teacher Math/ Science/ Technology Teams---------------+---+""""""'~ :J Assign up to 120 Magnet Students to One TeacherTeam-------------+---lt<""'"'""'~ :J Establish Block Schedule ---------+-""""~"' Achieve Specialized Course Content and Applications for Grades 7 -9 :l Technical Algebra I, Descriptive Geometry (8-9), Engineering / Space / FAA/ SCANS Infusion ----+-~-"'"""1 :l Applied Mathematics I, 11, Engineering/ FAA/ Space/ SCANS Infusion (8-9)--------+---"""+"'""'"""I :.J Aerospace Mathematics, FAA/ SCANS Infusion (7) --------------+-----"'"""'+""'-""""'I :l Content Matrix for Science _ Including Aerospace Biology --------t--.LL,C,'1"-'~'1 Software I Laserdisc Program Identification for the Above ---------+---'~...,,_,,__,. 0 Science Apparatus / Equipment Identification ----t---
:
~~,l..,..,. .... 0 Airway Science with SCANS Academic lntegratio ...._--+-___,"""""......,..........,. ........ :l Engineering Technology with SCANS Academic Integration _______________ ......_~.....,_r.o+,<......., CJ Software / Equipment Identification for Airway - Science and Engineering Technology (9) _____ ....... ....... i:J Implement Instructional Program ____________ _.._._.......,..~ .............. .,,.... ....... ....,.... ....... ....,._...., KEY: Bold Text = Objectives ~ = Supporting Tasks .& = One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June Table 7a (Continued) ) 4th Develop Performance-Based Assessment Material (Grades 7 -9) -----------+---+-----+"""''"""""""''"""~'"""~'"""""""'i"-"'"""I 0 Science ::> Mathematics u Technology Lab 20CO 0 Airway Science (9) c:I Engineering Technology (9) Implement Planning Component for Aerospace Magnet High School Develop Course Outlines / Project Designs --~---"""-~=~=a..= - Aerospace Physical Science - Hi-Tech Presentations - CAD / CAM Project Designs - Electronics Project Designs - Airway Science/ Museum/ FAA/ University Activity Coordination - SCANS Infusion to Above Align / Prepare Assessment Material to Course ---+---+----,1---...,.,.....,...~....,....,....,....~r,,.~"'l Objectives to Content for Above Design Computer Laboratory Facilities -----fl',<,""'"""" Prepare Hardware/ Software Purchase Listing_--+----t---'"""+"-"""
.q Identify Teacher Training Activities for All Grade 10 Curricular/ Instructional Technology Implementation Prepare I Approve Formal Articulation Agreements ---------------t--,....,..""'"~"""""""'""""'""""""""""l :.J Prepare Evaluation Collection Data Sheets I Surveys for Above
Disseminate to Magnet Site KEY: Managers --------------+---+----+----,~--+'-""""""" Portfolio - Computer Technology, Technology Lab 2000, Aerospace Science, Airway Science, Engineering Technology Performance - SCANS Know-How, Certificates of Initial Mastery, Stanford Achievement Program Effectiveness Surveys Bold Text = Objectives ~ = Supporting Tasks = One Date 1st= July- September 2nd= October - December 3rd= January - March 4th= April - June I l I Table 7b Summary TQM Magnet Implementation Plan Supportive Cultural Environment 1993-94 ,1994-95 2nd 3rd ..... 4th ,1st : 2nd . 3rd 4th Ensure Essential Knowledge and Skills Development :::J Implement Training Plan Use of Multimedia Equipmen...._ ________ '"""'""'-""""~""""-""""_.......,"""'"4 Computer Software Applications and Videodisc Programs --------------------'"""""""""""""""""'""'~"'""'"""""'""''""" Teaching for Conceptual Understanding in Science Via the Content Matrix--------+----~="""'=~=""'=~ Experimental Design and Science Process SkillS----------------------=-"""'=~=~=
u.q Performance-Based Assessment through SCANS------------r-r-r-r~t
:
~
l~
j~~ SCANS Cumulative Resume Student Record --+--,=::l::::=---+------t:=~-"""'""'""'1-""'""''"+'"'""'""""r"-''"""I Applied Mathematics and Software Programs ---1~~~----+---f'~~ Computer Technology Curriculum-----~~=~
t----t~~b""~"",,I Airway Science Curriculum and Equipment -----....--"1-------.,....--61 Engineering Technology Curriculum and Software Programs and Equipment------r--r=4
:
:
:e:~~~~~~ SCANS Know-How Integration --------1..-----........ -~"'""'"'"'"'""'~~'""""~ Student Product Development Teams and Management ____________ -t-_--t"___.,""t...._-
:'l
~.,)n=~==b=~"""' Portfolio Implementation and Management __________ ___.~=-~---~"'""''"""'-""""" Achieve and Retain Enrollment :.l Implement Public Information Campaign -----+-...z
,e."f,<=~==1"-G"""-~"""=f-"""="iF""-=~'""I w Student Industry and FAA Tours and Shadow Programs --------------r--r-
:
:
~~~=~=~=~~~~= Q Career Counseling ------------+--+-'"'~~~~~~~~~~~~~~ 0 Industry I Aviation/ University Mentors-----+--,-+----1<'~'-"l"'""''"""~'""""f-<~""+""""~,......~ :J Student Awards Program ---------+--+---+----4---11----+---+-----,1----i Develop an Environment of Open, Honest Communication CJ Monthly Magnet Staff Meetings --------t----"~=~~=e~~~~=~~~~= 0 Bi-monthly Horizontal Team Meetings------+-----+'"'""'~"""""~"""~"""=4""''"""""""~""'"'""""""' KEY: Bold Text = Objectives ~ = Supporting Tasks = One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June L j l 1 Table 7b (Continued) w TQM Executive Committee Meetings _____+ --..A.+-_..&._.-~. ......... &-,j--j.&.-.-+-+-.- -.-+-_..&. Assessing Implementation Progress Providing Guidance to Horizontal Teams 0 Management Staff Meetings (Bi-Monthly) ____. .~. ""-"4'~="""'~==~='4"=.c,q..=&.u,.=<.u.
~'""I :I Progressive Communication Program Progress and Feedback/ Meeting Minutes - TQM Executive Steering Committee ____ -4-_ _., .... .__,.1.L........1j..,_ _.j.___.j..,__,.,..,.__J,.__j - Horizontal Teams ----------~-... ~~~---.~--+~--.~--.. ... ~a....i...,.-1 - Superintendent's Cabinet _______. ...... _... . .,..__.,.,~L........1J..,__,.J..,___.j..,__,...4.__~..,_. .....j.. ,.. Teacher Recognition Progr t. ~ t.. t. ,. ~ School Tours ____________+ ---+-----~........~- ~ ...-...., .,.......- .-.-~~ -- Program Effectiveness Survey to Parents, Students, Teachers ------------<~-~-+---........ --.& ........ _---l __ ~_.....,....__ - Report to Board of Education A. A. Newsletter A. A A. A A. A A. KEY: Bold Text = Objectives ~ = Supporting Tasks = One Date 1st = July - September 2nd = October - December 3rd= January - March 4th= April - June Table 7c Summary TQM Magnet Implementation Plan Formative Evaluation System & Processes Establish Management Schedule and Become Audit Ready ::l Prepare TOM Executive Steering Committee 1993-94 1994-95 1st 2nd 3rd 4th 1st ,, 2nd 3rd Quarterly Meeting Calendar and Agenda ____ ....,.. Assess Implementation Progress in Accord with TOM Plan
Provide Corrective Action or 4th Changes, if necessary ___________ ___._ ....... .,.,,.,,., .............. _. ....... ........ ....._. ............... ,,.,..... ....... ..__ Assess Horizontal Team Progress
Provide Guidance _______________ ....., .............. ,...... ....... ....... .....,. ............... ,,.,..... ........ ...,..... ....... ........ Assess Progress Toward Final Formal Articulation Agreements with Universities-----+---+-----1"""""' ....... ~ ....... ~~ 0 Check Desegregation Compliance -------+---+---+-----+---+---+-: I Review / Assess Expenditures in Accordance with Grant Award--------------+----+----,f--""""'i""'"""""i""""""1"""""'~""'~""""'1 :l Check High School and Museum Construction Progress----------------+-_...,... ....... ........................... 0 Prepare Horizontal Teams Calendar-------+-"- Prepare Magnet Staff Calendar--------+- Implement TOM Measurement Tools to Monitor and Assess Effective Performance ---------,1--....-..ii :l Team Self-Assessment Survey _______ -+----+--"'-----lf---" _ -+-_-+-__ "'-----1 _ +-' __ --+-'_ :J Community Assessment Survey -------1---+---+----+--1----+---+----+-: J Benchmarking --------------+---+----+-"---+---~--..__....--+-"---+-- Achieve Systems Improvement/ Problem Solving :l Detailed Planning Based on Team Self- Assessment _____________ --+----t==~=~=~==~=~""-"'"f"""""""I :l Apply Selected Problem Identification Tools, if necessary --------------i----~~~~~~~~~~~~~~~~ CJ Implement Structured Team Problem Solving ----t--F"'....._~...,..~""'~""'"""~""'""'+"' ....... '"+' ....... ""'1 0 Detailed Planning Based on Community Feedback
Objective Setting ---------+---+----+--1----l"""""'"f'"""'"-'1 .............. +--'""""""1 KEY: Bold Text= Objectives W2':l = Supporting Tasks A.= One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June C. Attainment of Specific Outcomes The MSA Act has two purposes: the elimination, reduction, or prevention of minority group isolation in elementary and secondary schools with substantial portions of minority students
and the strengthening of content knowledge and the grasp of tangible and marketable vocational skills of the courses of instruction within magnet schools. As Table 8a, 8b show, this section will discuss the achievement of this magnet's outcomes to accomplish MSAP purposes within the project period Table8a MSAP Purpose: 1. Support the elimation, reduction, or prevention of minority group isolation A c.~...A-\t.. Project Activities Project Objectives: La.Reduce racial isolation in three junior (J) high (H) schools exceeding the 60% (B) - 40% (W) range of being in balance. JH ~ Enrollment Outcomes New White Enrollment 118 195 112 % Black 13% 10% 15% Racial 1.b.Pfevent racial isolation in a school in danger of becoming Centralized Public Information Campaign The recruitment and enrollment of 1255 magnet students as coordinated throu h this ma net 's Student Recruitment and Placement Team and the ___ Magnet Review Commit e RC) 7 _.___ __ Car'eei:--cll~j-e{mtt~--ancr counseling to ensure program commitment Assessment by the TQM Executive Steering Committee and the Student Recruitment I Placement Team Table Sb MSAP Purpose: Project Objectives: 2. Support courses of instruction within magnet schools that will substantially strengthen the knowledge of academic subjects and the grasp of marketable skills Project Activities 2.a.To strengthen content knowledge in science. mathematics, and the elements of high technology as measured by the LRSD SCANS Performance-Based Assessment and Portfolio Reports
and the Stanford Achievement Tests 2.b.To achieve the Work-Ready Proficiency Level and Certificates of Initial Mastery in accordance with the U.S. Department of Labor SCANS Reports for America 2000 and as measured by the LRSD SCANS Performance-Based Assessment and Portfolio Reports 2.c. To determine the effects of a high technology program on student performance and work readiness as measured by the LRSD Communit,y Assessment Survey _,_..: The development of detailed coursework which integrates instruction, SCANS competencies, high technologies, industry-based training and Museum of A via ti on programs. . ,,,,,../ Jr~ On-going articulation with the Universities at Little Rock and Pine Bluff, ~ Southern Arkansas University-Tech and Henderson State University regarding course content, the sharing of instructors, and formal articulation agreements A structured on-going training program with verification of in-class laboratory implementation through supervision and monitoring by TQM Executive Steering Committee, Horizontal Teams, and LRSD Magnet Management ? Team_ The design of a science scope and sequence unifying concepts across disciplines, Aviation / Space, product engineering. and environmental issues using Science For All Americans themes Technology-based instruction through multi-media integration experienced in state-of-the-art laboratories The presentation of content through nine articulated course sequences representing five aviation career tracks and four engineering technology career tracks Instruction that builds a student's conceptual understandings through handson, problem solving investigations, and teamwork Enhance meat and reinforcemerrr-student understanding of content connected to museum activities, summer school programs, and industry tours and work experience Restructured learning environments involving teacher-student assignment and schedule reorganiration Student information and guidance regarding career track/ prescribed course sequence, university articulation, job descriptions and career levels regarding economic potential, industry-based training, and SCANS certification Development of student portfolios and cumulative resumes for assessing actual student performance Creation of SCANS Performance-Based Assessments in alignment with course objectives to measure actual student performance Progressive program communication plan involving teacher and student '1 recognition assemblies
school tours open to the community
partnership--/' ' team meetings
and minutes, surveys, reports, and newsletters to the TQM Executive Committee, Horizontal teams, Superintendent's Cabinet, Board of Education. and the community Implementation of the Evaluation Plan for assessing progress toward project objectives and the TQM Implementation Plan Implementation of TQM Partnerships Management Teams for achieving continuous program improvements I , I D. Use of Resources and Personnel to Achieve Each Objective Goal 1: To Reduce or Prevent Racial Isolation Recruitment Pertinent to the achievement of goals in this area are the recruitment, enrollment, and retention of students in the magnet The recruitment, enrollment and retention of students in the magnet will be accomplished by personnel in the following positions who will be members of the Student Recruitment I Placement Team: Magnet Site Managers, Magnet Site Career Counselors, Computer I Technology Teacher, Technology La.6 2000 Teacher, with industry and university personnel, and MRC representatives. To recruit the project enrollment, a centralized and on-going, but staggered public information campaign consisting of aggressive marketing and recruiting will be carried out in North Little Rock and Pulaski County Special School Districts, neighboring school districts and private schools. The marketing phase will focus on providing general information to the community. The recruiting phase will be implemented in two stages. Activities are portrayed 1 the boxes below. inc de: M s mailing of high ts sheets tions and sessions Special media coverage from newspapers and cahle TV involving industry and university partners The placement of highlight sheets in targeted businesses, churches, and newspapers Telephone hotline Billboard, hus benches, newspaper advertisements Recruitment Activities include: Phase One - Project Initiation Saturday recruitment booths at designated shopping malls and stores Flyer distribution
neighborhood blitz Special assemblies at targeted schools demonstrating how students learn in this magnet, i.e. multimedia technologies Evening sessions involving partnership presentations outlining career path and employment I ecomonic potential Public Service Announcements indicating how to apply eetings with L_RSD and PCSSD parents and PT A groups Phase Two - On-going Media Blitz Brochure distribution Video cassette recordings used in public presentations and school assemblies School tours and Open Houses with joint industry and university presentations Speaker's Bureau and parent recruiters Use of any of the above outlined in marketing and Phase One Magnet School newsletters '-, Student Selection All students must complete an application form in order to be processed for enrollment. Enrollment priorities are listed below: I .a. NLRSD and PCSSD _______ l.b. Black and White Student White Students 2.a. Out-of-district ancL ______ 2.b. Private School White Students enrollees attending the three (3) magnet junior high schools -~ Thirty (30) White Students / ("'~ '1, within LRSD. Ten students will be selected for each magnet site provided the racial balance of the sending school is not affected. Student selection within categories 1 and 2 above will be on a "first-come/ first-served" basis. Students will be wait-listed in the same manner. When a vacancy occurs, students will be called in the order listed. For the second year of the magne7only grade seven students will be recruited / selected unless an opening and no waiting hst exists for grades 8 - 10. Grade 9 students become the grade 10 student enrollment in the new Aerospace Magnet High School. Goa() 2r To Strengthen Content Knowledge in Mathematics, Science, and the elements of high technolog)'. ~ To ensure continuous improvements to program 0 implementation and operation through a Total Quality Management and Evaluation System. To accomplish the above goals, district and project-funded personnel and resources will be used in the (1) development and implementation of specialized curricula and assessment materials, (2) teacher training
and (3) program communication, management and quality. Curriculum development and teacher training to implement the new instructional and assessment materials will be completed by the Horiwntal Teams for Applied Mathematics and Science, Engineering Technology
and Aviation/ Airway Science. All project-funded personnel will be assigned to a team based on the particular magnet content they will instruct Horiwntal Team membership and tasks are specified in Table 9. Table9 Horizontal Teams Curriculum Development and Implementation Teacher Training Applied Mathematics Engineering *Aviation/Airway Information & Teacher/Student & Science Technology Sciences Guidance Organization MEMBERSHIP MEMBERSHIP MEMBERSHIP MEMBERSHIP MEMBERSHIP . . 6 Mathematics Specialists . 3 Technology Lab 2000 . 2 SAU-Tech University . 3 Career Counselors . 3 Asta~nt P incipals 6 Science Specialists Specialists Professors 3 University . . 1 M gn eacher LASO Math/Science . 4 Computer Technology . 2 Henderson State Representatives Spe list and 1 Career Consultants Specialists University Professors . . 1 FAA Representative Counselor from each of the 2 University - Logowriter Robotics . 2 FAA Representatives . 2 Industry Representatives other Horizontal Teams Representatives -Aerospace Pre-CAD . . 1 Central Flying Service . 2 Industry Representatives -CAD Representative 1 FAA Representative . 4 Industry Representatives . . 2 Museum Representatives 1 ComputerTechnology -CAD . 1 ComputerTechnology Specialist - Product Engineering Specialist - Quality . -Environmental . 1 UALR Professor TASKS 1 SAU-Tech Professor . Course Outline Preparation 1 UAPB Professor TASKS & Identification of FAA TASKS TASKS Resources, Equipment/ Content Matrix Preparation TASKS Software Purchases and Career Development & Block Schedule SCANS Assignments hands-on activities tor Workplace Readiness Organization Experimental Design to Software & Equipment instruction Course Preparation Heterogeneous, Racially Project Identification Purchases SCANS Assignments, and Articulation Agreement Balanced Teams ol 120 Engineering, Aerospace, Capstone Projects, & Performance & Portfolio Preparation Students Museum Applications Instructional Module Assessment Material Career Counseling Science I Mathematics/ Equipment & Software Teaching Lesson Pre- Preparation Schedule and Handbook Technology Core Teacher Orders paration to Integrate SCANS Instructional Schedule Preparation Team
Assignment of 120 Performance-Based Workplace Competencies to Preparation Monitoring & Assessing Students to each Teacher Assessment Materials Academic Content Planning Component Team Progress per Tech Core Team Planning Component Performance & Portfolio Implementation Implementation Plan Implementation Assessment Manual Monitoring & Assessing Teacner Training Plan Preparation Team Progress per Implementation I Planning Component Implementation Plan Monitoring & Assessing Implementation Team Progress per Teacher Training Plan Courses instructed by lmplementatlon Plan Implementation Henderson State University, Monitoring & Assessing SAU-Teen, FAA, and industry Progress per TOM personnel Implementation Plan - - - r The membership of each Horizontal Team will be organized into working committees of 4 - 5 members that compose the partnership (i.e. LRSD, University, _FAA, industty, Museum) to complete curricular and assessment materials, to implement the planning_ component for grade 10 coursework as described on page __ , and to plan the sequence of activities for on-going training (refer to page __ ). The working committees will devise benchmarking criteria for assessing progress in accordance with the TQM Implementation Plan. One member from each horizontal team will report to the TQM Executive Ste.ering C.Omrnittee regarding program implementation progress. A second horizontal team member will be the liaison among the other horizontal teams to insure there is academic-technical-SCANS curriculum integration and assessment alignment with curriculum materials. As detailed course content and lesson models are developed, the project will acquire related computer hardware and software, scientific equipment/ apparatus, and instructional materials to meet the learning needs of magnet students. The project will also prepare the perfonnance assessment materials to correspond with course objectives in integration with SCANS proficiency levels, workplace competencies and portfolio work samples. Fused throughout curriculum and assessment material development will be computer I multi-media, software / video disc training sessions, and industty / FAA tours for magnet personnel to experience firsthand the technology requirements for content and instruction. Teacher training on curricular / assessment content will be presented by the working committee partnership to Magnet personnel of all horizontal teams and the TQM Executive Steering C.Ommittee, as appropriate. ~ Apple Computer, City Business Machines (Apple Computer Installing ~-+->--.:Creative /~ ~ing Systems, and other hardware / software dealers will provid (in-kin the ?' computer software / hardware and Technology 2000 Laboratory training. T g or magnet teachers to manage and implement student "Product Development Teams," Elements of Instruction, and special lesson design will be coordinated by the Project Director through the Arkansas State Department of Education and professional organizations. Although teachers will prepare materials, install laboratories, and receive training the first semester of the project, it will be necessary to add project-funded summer and weekend institutes to accomplish Goal 2 by the second semester. Magnet teacher specialists will use this project's course content, and related participatory hands-on laboratory activities and technology to strengthen student understanding of concepts and skills. A variety of instructional and organizational approaches to meet the range of abilities, learning styles, and interests of students will be provided by all personnel in the I instruction of students. Teacher science / mathematics / technology teams responsible for just) '1 120 magnet students, more instructional time, academic / work-based / work-site learning t, integration incorporating SCANS Know-How, students working cooperatively in heterogeneous teams, the establishment of relevant work-connected learning to the educational setting. and flexible scheduling will promote individual student learning and raise student achievement levels. The instructional approaches, student/ teacher assignment plan. and block scheduling are described in depth on pages __ _ Career counselors at the junior high and high school levels are critical to student _progression and retention in the magnet, and career goal attainment. The four counselors will play an important role in gaining student commitment to complete the project and to continue the career path into community college or university enrollment and aerospace I aviation employment. These counselors will serve as advisors to magnet pupils as they work with -students making career track / occupational program major decisions, and planning course schedules~ will also be the liaison between industry and the magnet. and ~~~e magnet with respect to the work-site experience, program and & .... -:?ANS certification, and monitoring articulation agreement progress. To maintain student ~JY:, 7 interest in the magnet and chosen career goal, counselors will coordinate the industry mentor S
,rrf ' and shadowing program, and student awards program with aerospace representatives. They j rY' ~ will also instruct the grade 8 Career Orientation and grade 10 Workplace Readiness courses. I All management and teaching personnel through their active participation on the TQM Executive Steering Committee (Project Director and Assistant Principals) or Horizontal Teams (Assistant Principals. Career Counselors, Magnet Specialist Teachers) will complete tasks integral to monitoring program implementation, and continuous improvement toward the achievement of project objectives. The network representation diagrammed below illustrates tasks necessary to this formative evaluation process. Guidance Toward & Acheivement of Project Objectives Structural Team Problem-Solving & Formulation of Improvement Objectives sta Bene C Horizo Tea elf-Asses ~~~ { ification eeds E. Equa] Access and Treatment The Little Rock School District is committed to providing equal access and treatment to all those eligible to participate who are members of underrepresented groups. This commitment is demonstrated by the LRSD Board of Education Policy that states "All children, regardless of race, sex, creed, ethnic backgrounds, and/or socioeconomic stature will have equal access to educational opportunities." LRSD has designed the Aerospace Technology Magnet to allow access of both minority and non-minority students to program enrollment in three Aerospace Magnet Junior High Schools. All students will be admitted to the program in accord with fair and equitable magnet enrollment procedures. These procedures use a lottery system when a school is over-enrolled guaranteeing that all programs are fairly accessible. In addition special education students who are being mainstreamed will be accepted into the magnet where the program is consistent with the IEP (Individual Educational Plan). School plants have been modified to allow the special education student easy access to facilities. Once students are accepted into the magnet instructional programs such as cooperative student work teams and student / teacher team organization will guarantee students will not be segregated within the school or the laboratory. F. Recruitment of Students From Different Social, Economic, Ethnic, and Racial Backgrounds i The Aerospace Technology Curriculum ----------... Applled Mathematica Aerospace Malhemalics (7) Applied Malhematic:s I (8) T edlnical Algebra I (8) "" Applied Mathematics II (9) OeticnptIve Geome1ry (10 Techmcal Algebra II (11) auant1tatIve Literacy tor Aerospaoe (12) DNcriplive Geometry (9) Tectncal Algebra II (10) Advanced AJgfbra/ Trlgouomelry ( 11) Cak:uUI (12) Aviation Airway Science Intro Aeronautics,t.ab (9) or General Av1a11on (9) or Machme Shop Technology (9) Progranvnmg Language (10) or A1raah Systems Theolv (10) or Powerplant Theory & Maintenance (10) Powerplant Theory ( 11) or Electrical C1rcut Analysis ( 11) For1ran.Cobol ( 11) or Av1atIon SaletyA.egislation/Air Transportation (11) Pnvate Pilot Cer1 A.ab (12) Powerplant Systems (12) or Air Traffic Control" (12) or Assembler Language & Operating Systems Internship I, II ( 11 , 12) Aerodynam1cli & Per1ormance ( 12) Classes will be instructed ,n Museum ol Aviation History Comput Technology Integrated Softwa,. Applicallona and Logowriler Robolic:s (7) Hypercard,tiypennedla and Aero.pace Pre-CAD(&) tt-Tech Pr...,._lions (9, 10) Applied ComnncaMon (English) (12) I Japar'IW or Ruaelan Oft~ Spanilh or German c1 ~ ) ~ ~ Magnet Course Sequences Grad 7-12 Title Ill - Magnec Schools Allistance, Sec. 3003: Stalemenl of P\#poee (2) - Colx1ies ol in&1ruction lo sub&tantialy atrenglhen academic u:,jec:ts and lhe tangible/ marketable vocational skiU&. - Applled Science Aeroepace Science I (7) ~ Science II (8) Aero9pace Biology (9) Aeroepaoe Phymc:al Sdence (10) I Chemistry (10) Aerodynamca and Meteorotogy (11) Physica (11) 0Na1Jljve Allronomy & Phyac:al Geology (12) Engineering Technology In~. ConcuTwll EnglnNring (9) or km>. eon,u.r Sdence (9) Cc>quer-Aided O.V, Appllcallons (10) or Maoolad\mg E11gl11a.tng lec::hi'lology I, II (10, 11) ~ Englnaarlng T ecmology.CAD I, II ( 10, 11) AdvMOed Cor11MW-Aldad o.lgr'I Applications (11) Prograrming tor Eliglneamg Majors (12) Fabrication DNiQ1'1 Prqedll (12) or Mechanical Systa,na DP (12) or Manufacturing Deaign PrOiec:t (12) Internship I, II ( 11, 12) - - Quality of Project Design The project includes the fcilowing topics: A O.,erview: The Aer05pace Technciogy Cu1Tia1lum 1. Applied SdenCE and Science Latxratay 2. Applied Mathematics 3. Computer Technology and the Canputer Techndogy Laboratcry 4. Faeign Languages 5. Engineering Technciogy 6. Aviation 7. SCANS Know-Ho.v 8. Work-Based and Wak-9te Leaming and Experience B. Aerospace Technology in Grades Seven and Eight (Junia High Level) 1. Content Knowledge in Mathematics 2. Content Knowledge in SdenCE 3. Content I<no.vledge in Canputer Techndogy 4. The Techndogy Lab 2000 Curria1lum Integrattoo Center 5. lnfamatia, and Guidance C Aerospace Technology in Grades Nine and Ten 1. Content I<no.vledge in Mathematics, Sden~ and Computer Technology 2. Cootent I<na.vledge in Engineering Techndogy 3. The Tec:hndogy Lab 2000: Scientific Uteracy Center 4. Content Knowledge in Airway Science 5. Workplace Readiness and Industry/Business Internships D. Instnic:tia,al Approaches and Assessment a Student Perfamance 1. Learning in Cootext 2. Product Deveiq,11.ent Teams/Cooperative Leaming 3. The Patfdio 4. Perfananc:e-Based Assessment E. Teacher and Student Organizati a, F. flexible Scheduling G. The Aviaticn Museum Educaticn Department Docent Program 1. Courses d Instnic:ticn 2. The Library 3. Schcol Visitaticn Program 4. Planetarium 5~r~ H. The Staff Training Plan 1 The Aviatim Museum Educatia,al Resoorae Caiter fa Teachers J. The Planning Canpaient to Develq:, Aa-a
paae Techndogy Magnet Curriculum fa the High Sduxi K Bringtng Students Fran Different Backgrounds Together L Staff Experience in and l<no.vledge ct Curriculum Development and Desegregation Strategies M Addr~ing Educatia,al Needs Approp,ate to Students Enrdled N. Parental Dedsiat-Making and Involvement Eadl tq:,ic is desaibed in detail after the CYerview to this sectfa,. A Overview What fdlows is a oornprehensve summary a the Aertspace Technology a.1mdum As sho.vn in the aganizatia,al chart below, the Aerospace Techndogy Magnet is crganized into two oa:upatiaial program majcrs ct nine career trades and an interrelated academic and technaogy oore a rtqiirements a:mtsting at Applied Mathematics and Science, and Canputer Techndogy. The Aerospace Technology Curriculum Elective Elective Integration Core Integration Aviation Applied Engineering Airway Sc:ienc:. Science Technology ~YComP'Mf Science Applied Manufadimg Engineering AJr-,&aence Mathematica Technology ~rt * * Electroni01 Engineering Ai-craft Syatama Comput Technology Management Technology Cc>rnputer Enginewing AYll!lonMai~ Tec:MOlogy Profeasional Pilot Foreign Language Mechanical EnginNnng Technology I I I I 1 A structured sequence ci courses has been specifically designed fa- eadi a the three OJrricular ccrnponents to enhance participants' prospects fer immediate empl(3/ment er continued education following high school graduation. All magnet students in grades seven through ten will participate in applied mathematics and science, and a:mputer technology oourseworlc each year. This means that magnet students will take one mere year ci math and two more years of science than is required for high school graduatioo. All magnet students have the cptiai of beginning faeign language instruc:tia, in grade 7, 8, er 9 in a,e language a their chcice. This allo.vs for six years of a:nc:entrated study a a global language. Magnet students will select either the Aviatia, gineen g Techndogy Occupational Magnet program majcr and a car tr hin the selected __ cx::cupatiaial area upa, entering grade nine Th et stu en fdlo.v the specialized tDJrse sequence thrwgh grade 12, thereby a:mpleting the program in his/her oa:upational program majer. The chart a, the q,pastte page wtlines the rurrirulum ~ cx:mpa,ents and grade levels fer the entire grade 7-12 aerospace magnet. Grade 7-10 course seq.aences wi111 be implemented during the two year MSAP prqect pericx1 (1993-95). Grade 10 students will a:ntinue the rurrirular path as eleventh graders in 1995-96 and as twelfth graders in 1996-97. The latter two years (1995-97) are not MSAP prqect years fer this partirular application, thereter rses introduced durin these two ,~-.i.& :t._~ will be desaibed in the Canmitment and Capacity sec:tia, of this application. The magnet's articulated course sequences in Mathematics and Science, Aviation, and Engineering Techndogy are designed fer students to a:mplete in advance some requirements toward receipt a Federal Aviatia, Administration (FAA) certificates, and/ er Assodate a Applied Science or Bachelcr a Science degrees. 1. Applied Science and Science Labcratcry Aerospace Science ca,tent will be preseited in ca,nec:tia, with its applicatiais in aviatiai/space, design and prcxiuc:tion technology, and envira,ment protec:tioo. This will be aax:mplished thrwgh the recrganization ct the district's science rurrirulum and the aercspace science applications (refer to Appendix) to thanes. Thanes are ideas that integrate the ca,c:epts of different scientific disciplines. Cainec:ting the impcrtant science a:ncepts between existing rurrirulum and aerospace science with science themes will improve students' atility to make more meaningful the relaticnships between science a:ncepts and cxher related disciplines. Amaig the majer themes that will be used are these discussed in Science Fer All Americans-: * Chapter 11, Common Themes, p. 155. See Appendix. ) Systems Coostancy Patterns ct Olange Sc.ale Model Evolution Table 1 represents a pattern fa a a:ntent matrix that wilJ be filled in with a:nc:epts and thematic ideas. ~ Table 1 - A Pattern for a Content Matrix Grade 7 8 9 10 G.,.,al Science Aeroepace Science Phyelcal Science Earth Soienoe U Avllltlorv Product eiwta11 .i SoJenoe Spaoe EnglnNrlng ..._ Unifying Concepts Theme(1) Subconcept The magnet's science teacher specialists wilt use the pattern fa a a:ntent matrix to design the sa:pe and sequence c:i the Aerospace Science curriculum (grades 7-8) Aerospace Bdogy (grade 9) Aerospace Physical Science (grade 10) in a:njunctia, with the district's General Science and Bdog cuniculum. Building the matrix will require that magnet t cher ecialists a:ncentrated pericxi c:i time free from teaching respa,si ...., applic.aticn asks for amiculum wTiting time during the S\lmmers and after schod haus to develop the matnx in alllabcraticn with the universities and industry. Imptementatia, of the matrix will be enhanced ~ student investigatia, and experimentatia, in a laooratoty setting. This program also requires a science labcratcry at each magnet site for students t:tE ence hands-a, activities keyed to the matrix. The lal:xratcry will bes up to indude scientific equipment and materials. fifteen a:rnputers d a:rnputa- interface txJxes, probewar~ and software pacxages that will alla.v students to simulate experiences and use a:rnputer utilities (spreadsheet, graphing programs. database, wad prcx::essing). The district ts asking fa magnet program assistance to enable its tiack students and ina:rnirig white students to participate together in these specially-designed experiences. The tab will be staffed by a prqec:t-hired sdene2 tead\er specialist who Will be a member ct a,e a the magnet's Science/Math/TECH instructtaial teams. This instructia,al team will direct each ct its four teams ct 30 magnet students in the labcratcry per the flexible schedule desaibed a, page __ . To determine impaiant aspects of lal:xratory implementatia,1 major goals have been estatiished. These are student attainment ct: Manipulative and a:mmunicative sktlls to indude the manipulation of materials and equipment, and the ailectia,/crganizatia,/a:rnmunication ct information fran labcratcry experiments and activities Ratia,al and aeative thinking prc::asses throogh observing and c:a,ducting statistical procedures, through ailecting, dassifying, and measuring oqects
throogh tndentifying and cx::ntrdling variables in c:a,trolled experiments f ,-0 ~s "s This goat invdves students in learning the scientific precesses ct dJserving, a:mmunicating, a:rnpartng, crganizing, relating, and applying. The district envisia,s the fdla.ving scenario as( a,e way magnet students will learn in the special science laooratory: The Aeraspae2 sdenc:e teacher specialist prCJ.lides an interactive video disc presentation desait:ing gravity as fcrce.. Because it is hcnced to a c:anputa- program. the infamatia, on the disk will bP aa-essen in a variety ct ways (e.g., -Ii ). Throughoot the viewing ct the video, students wtll diswss gravity and fcrmulate answa-s to fellcm students' questions about gra ty a, ciher planets in oor sdar system. To prCJ.lide them with additia,al infcrmatiai, the students Will have aa::ess to 1) the Aeraspae2 Educatia, ter films, 2) university programs. and 3) a variety cl ether infcrmaticn sources availa):je thrrugh satellite a::rnmunic:atia,s netwerks. Werking in teams, students will use a variety cl ccmputer programs to s,mulate gravity in various erwira,ments, logging infcrmation aboot each enviraiment into a spreadsheet using the graphing functioo. They will use a werd prcx:essa to recxrd and analyze their ooservatioos. Students will use teleca1011unicatioos satware to seek advice from a NASA scientist about findings frcrn their simulation studies and the relationship between these simulations and actual NASA expeditiais. They will prepare a trief video presentatia,, desaiting their experiences, to help other students understand gravity. The skills to implement videodisc instruc:tioo and authcring programs will be taught in the Integrated Scttware Applicatioos and Hypermedia ccmputer a,urses. 2. Ap_plied Mathernati cs --- As displayed in the Applied Mathematics boc a the chart on page ---, all grade 7 magnet stud~will take Aeraspace Mathematics. Beginning in grade 8, two a,urse sequence ra.ites are depicted: ~ Applied tv1athematics I (8) Applied Mathematics II (9) Desaiptive Geometry (10) Technical Algetra (11) Quantitative Literacy fer Aerospace (12) ~ Tedmical Algebra I (8) Desaiptive Geanetry (9) Technical Algetra II (10) Advanced Algebra/Trigoncrnetry (11) Cal0.1lus (12) COJrse sequence A was devised fer learners who have generally an eighth-grade, pre-algetra mathematics canpetency level. Ca.irse sequence B captures the student whose pertcrmance indicates readiness fer algetra in grade 8. Beth CX11rses a::ntain required a::ntent knowledge which is y.>, ~., supplemented~ engineering er aviatia, related skills and ac:ti ---.ne tw~ engineering and avtatia, applications ve ,.._,,_,..,,__ with industry and university persmnel, are relevant to careers emp asized in this program, and are linked to the Aerospace Science and ax:upational 0.1rri0.1lum Calt'se a::ntent is described oo pages __ . 3. Computer Technolcs,y and the Cgn,puter Technciggy Lat:oratay C.OUrse a::ntent in Integrated Scttware Applicatia,5. Logo.vriter Rotx:tics, Hypercard/ Hypermedia, Aera
pace Pre-CAD, and Hi -Tech Presentatioo will give students the bad<grrund of kno.vledge and skills needed to be competent ccmputer users in the Engineering Technciogy and Airway Science I , COJrsewcrk
in the Technology Lab 2000
and at the wcrksite. Canputer COJrse content reflects a sequential program c:i skill development and task a:mplexity involving the learning of sdtware applications, specific programs, and multimedia equipment. To implement the coursewak, this magnet program requires a a:mputer Jabcratay at the individual magnet sites. c.anputer coursewak will require crte a:mputer per student in a class. To aax:mcdate the typic.al grade 7-10 class size, 30 Macintosh LC Irs. 3 Laserwriter Ifs and 2 lmagwriter Irs. Teleccnuuunications hardware/scttware, a Macintosh Quadra file server systl!IT\ and Appletalk Netwa-k (Ethernet) hardware will be needed for each Jab. All programs will be stcred crt the Quadra filesa-ver. Printers, the Quadra file sa-ver, and individual Macintosh a:mputers wilt be CD'\nected together into a network system. Via the network, students will ~ and CD'\tra CD'\tent, applications, and infcrmaticrt in the areas a systems simulattcn, wad p~ing, Lego Logo. rdxrtics, and publishing. They will produce their o.vn presentatioo material ~ importing samd, graphics, digitized phaographs to hypercard or Jaserdisc stacks c:i their own aeaticn, and receive suppa"ting visual imagery crt adjacent video mcnitas. The local netwak will allow teachers and students to share files, scttware, and printers. In adcliticrt, classrcxrns within the school, the tau magnet schools, and the museum will be tied tn together to the Prqect Directa's Office allo.ving for additional netwak savic:es like electronic mail and database sharing that will be widely utilized fa a:i
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.