Aerospace Technology Magnet School, grant

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, 1 , ,~ .. .. .... ----- .......... --- Quality of Project Design The project includes the fdlCl\Ning topics: A Overview: The Aerospace Techndogy Cunirulum 1. Applied Science and Science Lal:xratay 2. Applied Mathematics 3. Computer Technology and the Computer Tedmdogy Laboratcry 4. Fa-eign Languages 5. Engineering Techndogy 6. Aviation 7. SCANS Know-How 8. Work-Based and Wa-k-Site Learning and Experience B. Aerospace Technology in Grades Seven and Eight (Junior High Level) 1. Content Knowledge in Mathematics 2. Content Knowledge in Science 3. Content Knowledge in Canputer Techndogy 4. The Techndogy Lab 2000 Cunic.ulum Integration Center 5. Infa-matioo and Guidance C Aerospace Technology in Grades Nine and Ten 1. Content Knowledge in Mathematics, Sden~ and Computer Technology 2. Content Knowledge in Engineering Techndogy 3. The Techndogy Lab 2000: Scientific Literacy Center 4. Content Knowledge in Airway Science 5. Workplace Readiness and Industry/ Business Internships D. Instructiooal Approaches and Assessment of Student Performance 1. Learning in Context 2. Product Develq.,ment Teams/Cooperative Learning 3. The Pa-tfdio 4. Perfananc:e-Based Assessment E. Teacher and Student Organizaticn F. Aexible Scheduling G. The Aviation Museum Educatioo Department Docent Program 1. Courses ct Instructicn 2. The Library 3. School Visitaticn Program 4. Planetarium 5. !max Theater The Aerospace Technology Curriculum -----------. Applied Mathematics Aerospace Mathematics (7) Applied Mathematics I (8) Applied Mathematics II (9) Descriptive Geometry (10 Technical Algebra II ( 11) Quantitative Literacy for Aerospace (12) Technical Algebra I (8) Descriptive Geometry (9) Technical Algebra II (10) Advanced Algebra/ Trigonometry (11) Calculus (12) Aviation Airway Science Intro. AeronauticsA.ab* (9) or General Aviation (9) or Machine Shop Technology (9) Prograrrvning Language (10) or Aircraft Systems Theory (10) or Powerplant Theory & Maintenance (10) Powerplant Theory ( 11) or Electrical Circuit Analysis ( 11) Fortran.Cobol ( 11 ) or Aviation SafetyA.egislation/Air Transportation (11) Private Pilot Cert.A.ab* (12) Powerplant Systems (12) or Air Traffic Control* (12) or Assembler Language & Operating Systems Internship I, II (11, 12) Aerodynamics & Performance (12) Classes will be instructed in Museum of Aviation History - Computer Technology Integrated Software Applications and Logowriter Robotics (7) Hypercard/Hypermedia and Aerospace Pre-CAD(8) Hi-Tech Presentations (9, 10) Applied Communication (English) (12) I Foreign Language Japanese or Russian or French or Spanish or German Magnet Course Sequences Grades 7-12 Title Ill Magnet Schools Assistance, Sec. 3003: Statement of Purpose (2) Courses of instruction to substantially strengthen academic subjects and the tangible/ marketable vocational skills. --- Applied Science Aerospace Science I (7) Aerospace Science II (8) Aerospace Biology (9) Aerospace Physical Science (10) I Chemistry (10) Aerodynamics and Meteorology (11) Physics (11) Descriptive Astronomy & Physical Geology ( 12) Engineering Technology Intro. Concurrent Engineering (9) or Intro. Computer Science (9) Computer-Aided Design Applications (10) or Manufacturing Engineering Technology I, II (10, 11) Electronics Engineering Technology.CAD I, II (10, 11) Advanced Computer-Aided Design Applications ( 11) Programming for Engineering Majors (12) Fabrication Design Projects ( 12) or Mechanical Systems DP (12) or Manufacturing Design Project (12) Internship I, II (11, 12) - .. CATHERINE JOHNSON AND ASSOCIATE ' @J ........ _______ 721111 150/J .lil -J.l.11 .. TO: FROM: Catherine Johnson DATE: 10 f=/J/9.c. ___ Pages, including this cover Special ._ Instructions: 'Drd.C ~2 ~ b"ci{ I q ll ut O - ftVl ( 1t?t? ' PLEASE CALL 501-371-0331 IF A PROBLEM OCCURS DURING TRANSMISSION. AEROSPACE TECHNOLOGY MAGNET PROGRAM FINAL PLANNING SCHEDULE OF MEETINGS FOR NOVEMBER 10, 1992 November 10. 1992 1. Dr. Mac Bernd Gall Quinn 2. Marie Parker 3. Individual Meetings With Curriculum Spooi:ilists 4. Board Work~hop Planning: 5. Cail Ouinn, Sterling Ingram, Estelle, Dianne, Dennis .I.lm.a. 9:00 10:00 am 10:00 - Noon 1 :00 2:00 pm (Dennis Glasgow) 2:00 - 3:00 pm (Dianne Wood) 3:00 - 4:00 pm (Estelle, Dianne, Dennis) 4:00 4:30 pm Please have material ready November 11 1992 Ilm.e. 6. Judy Harrison, 8:30 9:30 am Jerry Robln~on, Doug Dodds, Lyle Lane SAU-TECH & Henderson University 7. Chuck Stevens 9:45 - 10:45 am 8. Dr. Bernd 12:00 Noon 9. Dr. John Gilmore, 3:00 - 4:00 pm Eddie Branch. UArB 10. Dr. Bernd, Gall Quinn 4:30 - 5:00 Please have draft written agreement ready Pl1cuu100 Board of Education Workshops (See Agenda) New School Planning Modification of lnterdistrict Desegregation Plan Timeline Magnet Program Continuation Magnet School enrollmQnt numbers and student assignment plan Comprehensive plan for recruitment Board Workshop Course Outline Review and Instructional Approach (I.e. Sciencg For All Americans) Agonda Finali2ing, Handouts Stanford Achievement Performance Objective PISCYSSIPD Articulation Agn,ements Board of Education Workshop Plannlnc Articulation Agreements Llttle Rock Club Articulation Agreements Finalizing C3oard of Education Workshop AEROSPACE TECHNOLOGY MAGNET PROGR/\M SCHEDULE PAGE TWO H0vemh1u 12 1992 .Ilm.l. 11. Ray Richey . Gail Quinn 8 :30 - 11 :30 am CBM Office 12. Roy Richey, Ed Riddick 1 :00 - 3:30 pm Doug Eaton, Gary 13.Board of Education Workshop November 13, 1992 14. "Wrapping up loose ends" morning 01,cuufon Equipment/Software Budget The New School T'ichnology Requirements, etc LITTLE ROCK SCHOOL plSTRICT BOARD OF EDUCATION WORKSHOP DRAFT AGENDA NOVEMBER 12, 1992 I. Title Ill - Magnet Schools Gail Quinn II. II I. IV. V. Assistance , P.L. 100-297 (MSAP) .. Stahiment of Purpose, Goals and the American 2000 Strategy Application Requirements Uses of Funds Selection Criteria and the Scoring of Applications Special Consideration (Extra Points) - Recentness of approved Desegregation Plan Involvement of minority group chlldren Need for Assistance Degree of Achievement Collaborative Efforts LRSD Magnet Project Design and Innovation Group Gall Quinn . Estelle Math. Dianne Woodruff, Dennis GlasijOW, Judy Harrison SAU Tech, JQrry RobiMon - Henderson State University , U of A Q.t Pina Bluff Representative Program Components Articulated CourM Se~uences - Applie(l Mathematics and Scienee Technology Requirements Artlculatlon Agreements Staff Training " Student and Teach Organization Flexible Scheduling M8.isuring Stud8nt Outcomes Relevant to Gail Quinn MSAP Goals Modification of lnterdistrict Desegregation Plan Gall Quinn And Need for Board Aesolution 11.A:HiA P~rkAr Meeting Commitment and Capacity Gail Quinn Requirements for Program Continuation Dr. Mac Bernd tvEM) TO: FROM: DATE: SUBJECT: Dr. Mac Bernd Gail Quinn October 29, 1992 Grant Preparation SchGdule and material for Board members and staff review Mac, onclosQd are the new proposed re9ulations (soon to be final) for the US Department of Education Magnet Schools Assistance Program (Title Ill P.L. 100-207), a tentative Board workshop agenda, and planning schedule for my next visit the week of November 10-13. Please distribute the Federal Register material to Board members and staff indicated on the schodulo for their review prior to the Board presentation. I wilt contact you on Thursday, October 29 to discuss the planning schedule and notification of meetings, Aerospace Technology Magnet Instructional Program Grades 7-12 Elective Elective Integration Core Integration Aerospace Science Applied Airway Mathematics Engineering Science Applied Communication Technology Computer Technology I n t e g r a t i 0 n ... Technology Lab 2000 SCANS Know-How TOM Worksite Leaming Experience Occupational Certification Authentic Assessment Aerospace Technology Program Magnet Course Sequence ~ Junior High School Grade7 Aerospace Mathematics* Aerospace Science Integrated Software Applications (.5) Logowriter Robotics* (.5) Grades Applied Mathematics I or Technical Algebra* Aerospace Science* Hypercard/Hypermedia* Aerospace Pre-CAD* (.5) Career Development (.5) High School Grade9 Applied Mathematics II or Descriptive Geometry* Aerospace Biology Intro Aeronautics Lab a Intro. to Computer Science a Intro. to Concurrent Engineering or Machine Shop Technology Hi-Tech Presentations Computer Facilities Grade 10 Descriptive Geometry or Technical Algebra II Aerospace Physical Science or Chemistry Computer-Aided Design Applications or Programming Language I, II or Aircraft Systems Theory or Powerplant Theory & Maintenance Workplace Readiness (.5) Grade 11 Technical Algebra 11 or Advanced Algebra/ Trigonometry Aerodynamics (.5) & Meteorology (.5) or Chemistry Japanese, German, Russian, Spanish, or French 1, 2 Manufacturing Engineering Tech.* or Electronics Engineering Technology,CAD* or Advanced Computer-Aided Design Applications or Powerplant Systems or Powerplant Theory or Fortran,Cobol Aviation Safety Legislation/Air Transportation Airway Science or Engineering Technology Internship I (Industry-based) Grade 12 Quantitative Literacy for Aerospace* or Calculus Descriptive Astronomy & Physical Geology Applied Communications Japanese or German or Russian or Spanish or French 3, 4 Intro. to Aeronautics Lab & Private Pilot Cert. Air Traffic Control or Electric Circuit Analysis or Programming for Engineering Majors or Fabrication Design Project or Mechanical Systems DP or Manufacturing Design Project or Assembler Language & Operating Systems Airway Science or Engineering Technology Internship II (Industry-based) Aerospace Technology Magnet Program Organization Stengthening the Knowledge of Academic Content and Marketable Technical Skills C A. Academic B. Work-Based C. Worksite D. Information & Instruction Learning Experience Guidance 0 M Applied Mathematics Occupation Specific Achievement of Advising Students of Knowledge, Skills, Academic Occupational p Applied Science Abilities Requirements Opportunities and Career Path at Three 0 Applied SCANS Workplace Achievement of Levels Communication Competencies Work-based Learning N Requirements Occupational Work Samples & Certification E Written Reports Airway Science & Engineering The Postsecondary N Technology Articulated Career Internships Path T Assessing Job Descriptions s Performance in the Workplace l Badground lnfmmatia1 A Greater Metrq,olitan Little Rock Greater Little Rock's foor ca.mty Metrq,olitan Statistical area (MSA) is the center cf the secrnd fastest growing region in the United States. Its central location is within 550 miles of fcrty percent of the United States buying pawer and pq,ulatirn. The $1.3 billion dollar Arkansas Navigatirn System, ooe cf the natirn's largest water develq,ment prqects, is a 445 mile waterway prCJ\/iding year-ro.md access to ports en the Arkansas River frcrn the Mississippi River to Tulsa, Oklahcrna. The 1,500 acre part with its industrial harlxr Fcreign Trade Zrne - 14, and the United States Customs Pert of Entry are an indication d the increasing impcrtance cf Little Rock's linkage to perts wcrldwide. All are in close prodmity to Adams Field, Little Rock's airpcrt. The city's rich mixture cf historic architecture and new devefopment is attracting new residents. Little Rock is seeing grCM'th and revitalization unparalleled in the city's history. Little Rock is en the mCJ\/e. Fueling this revitalizatioo are the aerospace industries, the Arkansas Aviation Histcrical Society, the Governor's Aera
pace Task Force, and institutirns cf higher educatioo. Sane cf the world's most successful aerospace ccmpanies are located here McDonnell Dooglas, Rohr Inc., Arkansas Aerospace (a subsidiary cf British Aera
pace), Falccn Jet awned by the French-based Aviens Dassaut Brequet Aviation, MidCoast, and Central flying Service. Numeroos private and caporate aircraft dealers such as Aero-Commander, Piper, Beechcraft, and Cessna have facilities at the Little Rock Regienal Airpcrt. Little Rock Airferce Base is hcrne to the largest C-130 aircraft training and airlift facility in the wcrld. A number cf majer educational institutiens serve Little Rock's MS.A By far, the largest cf these is the University cf Arkansas at Little Rock (UALR), enrolling mere than 11,000 students in seventy-five undergraduate and forty-two graduate degree programs induding .Associate, Bachelcr and Masters of Science Degrees in Engineering Technology. The Graduate Institute cf Technology (GIT) hoosed in the new Engineering Technology Center cifers courses in mechanical, ccmputer scien~ electrical and manufacturing engineering. Industries utilize GIT facilities fer advanced research and graduate study. In 1991, the Arkansas Space Grant Censortium, under the leadership cf GIT at UALR, received a foor-year training grant award fran the NASA Natienal Space Grant College and Fellawship program The primary purpose cf the program is to educate and familiarize faa.11ty and undergraduate and graduate students with aerospace fundamentals and NASA's research programs and q,portunities. A seccrtdary oqective is to motivate K-12 students to excel in math and science ca.irses necessary fer entrance into aera
pace programs at the universities and high tech positions in industry. Hendersoo University, in coordinatioo 1 with Central Flying Setvice, Clllducts ooe d the few aviation degree programs in the nation. The University's Department d Aviation pravides four-year programs in Airway Science Management, Airway Ccmputer Scien~ Professiooal Pilct, and Aircraft Systems Management. The Arkansas Aviatioo Histaical Society serves the entire state as the focal for the involvement d Arkansas' aerospace industries in community affairs, education, and eca1anic development. In 1989, the Society, exerutives of aercspace rompanies, the Little Rocle Schad District, and UALR came together to fam the Aerospace Educaticn Center Campaign Leadership. The unprecedented public/private partnership has planned an Aerospace Education Center. As the architect's drawing illustrates, the Center ccmbines a museum of aviaticn history with an Aercspace Technology c.
}1- , JI Magnet High School en a 19.8 acre tract at the Little Rod< Regional Airpai ~ adjacent to the main tenninal, Falccn Jet, and Arkansas Aerospace. The facility will a:Ner 200,000 square feet, induding cx:mmrn areas used by bcth the museum and high school such as the library, cafeteria, and theatre/ auditaium The upper level of the museum will functirn as an educational resoorce f cr adult programs, and outreach for schools, state and natienwide throogh a satellite televisirn uplink prcwided by the Arkansas Electric Coc.peratives. The most cx:mprehensive and largest technical and histaical aviatien and aerospace lilrary collecticn outside d the Smithsonian's Natirnal Air and Space Museum was acquired for the Arkansas Museum d Aviaticn Histcry. Virtually every civil and military aircraft, rctocraft, and spaceship designed and ccrtstructed throughoot the world is represented in the cdlection by technical specificaticns, photographs, and histaical descriptive infamatien. There are well ewer 5,000 books, 50,000 joomals, 200,000 phctographs and transparandes, hundreds d rare collecta1:fo items signed by famous pilots and aviatirn personalities, aiginal paintings, scale aircraft models, and unique aircraft parts. The Society has raised over five millicn dollars in gifts and pledges to.vard ccrtstructirn of the aviatioo histay museum The Little Rock School District has hldgeted six million dollars for the constructicn of the Aercspace Technology Magnet High School fran funds apprcwed by voters at a property tax electicn in 1990. The Aercspace Educaticn Center Campaign Leadership believes that Greater Little Rod<'s future rests en the vitality d its puliic educatioo system At all levels of the puliic educaticn system, educators and industry must develq, programs which give students the knowledge and skills that enable them to reach their full eronornic potential. Vv'hile the Center will prepare students for aerospace careers, it will also focus the Central Arkansas ccmmunity rn oommitment to excellence in educaticn. 2 In March 1819, Arkansas became a territcry and the Arkansas Past, the state's first permanent settlement, became its capital. The little French village was sooo deemed unsuitable mainly because cf its location in the Mississippi Valley, far from the center ci the territcry. A year later the legislature moved the capital to Little Roel<. Tcx:iay with a metropolitan area spanning a seventy-mile radius
Greater Little Rod< MSA is home to over 513,000 people In the last quarter century, the Greater Little Rock MSA has almost doob15 its populatirn - approaching 1,200,000. Today, Ncrth Little Rock, the third ,}. (IY\, largest canmunity with a population ci 62,000, and Little Rock af'e joined--sy' ~ the Arkansas River in Pulaski Ca.mty. Twenty-seven percent ci the MSA's p,OW,,v' population is under 18 years of age Forty-foor percent of the populatirn is ~la,~ within the 18-44 age range. Accxrding to the 1990 Census, the populatirn was ------percent Black, -------percent white. B. Little Rock Sdlool District The Llttle Rod< Sdlod District, encompassing an area in excess ci 100 square miles, is the largest school district in the state in terms cf enrollment. Enrdlment in the sdiods has increased fran cai .. pupils inq 1-- to 26,055 pupils in January 1992. This increase is expected to continue and result in a total enrdlment of 'by the year 2000. 16,439 pupils cr 64% ci the total district minority enrollment is Black. The percent Black student populaticn exceeds the District 64% average in grades 4-9. The highest percent Black student enrollment is 70% in grade 8. Of the District's fcrty-nine ( 4, schools, thiry-six enrdl pre-kindergarten cr kindergarten throogh grade o students, eight enrdl grades 7-9 students, and five enrdl grades 10-12 students. Educatiooal program/sdiool chcices include elementary Incentive Schools, grade K-12 Interdistfict Magnet Schools, and elementary area schools. Olart A ootlines the number and type ci schod programs. The text below Olart A defines each type of school and the raticnale fcr selecting certain schods for this prqect. 1 3 Cllart A - The Orpli7.aliaial Plan fa litfle Rode Sdmds n = number of schros gie School andlor ucalionProwam Bemmhly, ~es PrH:: or -6 JwiorHi~, s,-ades 1-igh School~ s,-ades 10-1 n n n a) Area SJ'ld Feeder Schools 22 6 3 b) hcenti\e Schools 7 NIA NIA c) lnteiois~ot MBQnet Schools 6 2 2 d) hterdis~ot Nonmagnet Schools 1 NIA NIA Total 36 8 5 a) Area Schools - The elementary school that is the LRSD school fer where a student lives is called an Area Schad. F.ach Area School feeds into a partirular junicr high and senicr high schod. The instructional program focuses on language arts, mathematics, science, and social studies. b) Incentive Schools - Incentive Schros are Pre K-Grade 6 elementary schools located within the immediate davmtown area The percent Black student enrcilment fcr Incentive Schools ranges from 85tl to 97~. These schools receive double financial resources to provide a teac er-student ratio cf 1:20, additional instructional aides, permanent sub.stitute teachers, and. extended day-week-year learning oppcrtunities. An individual learning plan is developed fcr each student based an the district K-6 cxre curriculum Ccmputer-assisted instructirn, a student homework hotline, a parenting skills center, and a program fcr faur-year cids are additional features that distinguish incentive frcm area elementary schools. c) Interdistrict Magnet Schools - As Olart A illustrates, Interdistrict Magnet Schools have been established at all three school levels -elementary, junicr high, and senior high. Althoogh operated by the Little Rock School District, students frcm Ncrth Little Rock School District and Pulaski Co.tnty Special School District (PCSSD) are eligible for enrollment in accord with the desegregation plan. As Olart A illustrates, there are ten Interdistrict Magnet Schools. These schools provide, in addition to the regular care program, coorsework based en a special curricular theme. The desegregatirn section faund on page ---- further desaibe the purpa.e and thematic focus for these schools. Olart A indicates there are 31 area and feeder schools. Some of these area/feeder schools are located in racially isciated areas of the school district. This project will establish a new grade 7-12 interdistrict magn:} 1 cf three junicr high schools, and the new grade 9 - 12 Aerospace Magnet , High School. 4 ( C Each of the three junier high schools exreeds the 64 percent district-wide average fer black students. White students will be recruited from across district lines, primarily fran North Little Rock and Pulaski County Special Schcol Districts to racially balance the three junicr high schcols. The new Aerospace Magnet High School wilt begin magnet program operation fer ninth andtenth graders the secrnd year of the prqect. The grade 9 and 10 1 enrollment will consist ci 600 vduntary student transfers fran this _ - magnet's junicr high enrdlment. This prqect, therefere, will establish the first Pulaski County Interdistrict Magnet ca,tinuatioo program in four sea:mdary level schcols consisting ci grades 7-9 the first project year and grades 7-10 the secood prqect year. In sub
equent non-project years, the Aerospace Technology High School will add grade 11 in 1995-96 and grade 12 in 1996-97 through ncrmal magnet grade level enrollment each year. An Aerospace Techndogy Magnet has been designed in croperatia, with the Aerospace Educatia, Center Campaign Leadership, the University ci Arkansas at Little Rock, and Hendersrn State University to attract this magnet's enrollment ci 1,200 students. Students who attend each ci the four junicr high schcols will also be eligible to participate in the magnet. The tctal grade 7 -10 aerospace magnet enrdlment will be 2,887 pupils. The 1::reakdawn in }o enrollment by schcol level is: Incoming In attendance 4.00 grade 7-9 students 2,187 grade 7-9 students 300 grade 10 students Tc.tat: 2,887 students By the 1996-97 the Aerospace Magnet High School grade 9-12 enrdlment will be at capacity which is 1,200 pupils. The high schcol enrollment ca.1pled with the grade 7-9 junicr high enrdlment means the aerospace magnet has the pctential to serve 3,500 pupils. The magnet enrollment will reduce black isdatirn in three junier high schools. Interdistrict and Intradistrict Desegregatioo Measures 1. Backgroond Infcrmation on the Court Order The only image that sane people have ci Little Rock is the one fcrmed in the Fall ci 1957 when Governer Orval Fauoos defied a federal mandate and tried to use the Arkansas National Guard to keep nine black students fran entering Central High School. In CcXlper vs. Aarrn (1958), the Supreme Coort stated that "public oppositia, to desegregation of the 5 races, no matter how deeply entrenched, could nct be allowed to interfere with the full realizatioo d the ronstitutiooal rights d black citizens." Twenty-fa.tr years later (1982), the Little Rock Schcxi District brooght suit against Naih Little Rock and Pulaski County Special School District, /l ~ claiming that the Coostitution canpelled the consolidation of the three v\J\:I districts into one governmental unit. This claim was rejected by the courts in 1985 and again in 1986
however, the coorts held that interdistrict ca1stitutiooal violatioos had cx:a.tred and must be remedied. Over the course of the next three years, varioos remedial orders were entered and further appeals were taken to court. Then, in 1988 and 1989, in a sharp departure from the adversary bitterness that had marked this rontroversy fa- over thirty years
the parties, including the Joshua intervenors representing the injured class d black schoolchildren and citizens, LRSD, the Nath Little Rock School District (NLRSD), the Pulaski County Special School District (PCSSD), and the State of Arkansas (Arkansas State Board ~tion), agreed to settle th~e case. They submitted to the District Co~rt four JJmprehensive agreements covering bd:h interdistrict anct.,j!)tradistrict desegregatioo measures -- agreements referred to by the parties as the "settlement plans." They also suanitted a separate but related document, called the "settlement agreement," settling the financial liability of the State cf Arkansas. ~ The United States Court of /\ppeals for the Eighth Circuit reversed~ t judgement on June 27, 1989, and directed the District Court to adjust the ~ between the LRSD and PCSSD, to revise student attendance within each district to reflect the racial canpositioo d the district, to maintain PCSSD's percent black student enrollment within the range cf plus cr minus 25% d the districtwide average of blacks by organizaticnal levels
and to limit busing, one-way, to forty-five minutes. 2. The LRSD Desegregatioo (Settlement) Plan (1989) The following description is from the reccrd of the United States Court cf Appeals fa- the Eighth Orel.lit: "Eight d the 31 nm-magnet elementary schcxis will be designated Incentive Schcxis. Initially they will be all black. These schcxis will receive compensatory-educatioo programs and two times the level cf funding for six years. The plan includes a detailed and volumous desaiption of the kinds d programs that would take place at the Incentive Schcxis. A salient featured these sdlools is a maximum effective student-teacher ratio of twenty to one. Twenty-two of the twenty-three remaining elementary sdlcxis will be called Elementary Academies. These schcxis will have prqected student ratios d between 50 and 62 6 Wi.,etlul<u,.., ~ IN~ (ki,t~ ~ 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 IncentiveSchool attendance area can opt to attend ooe ci 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, Nai:h Little Rock, and Pulaski Country Special School District through voluntary movement primarily to magnet programs. The Little Rock Schad District reports quarterly the number and percent ci students enrolled by racial backgroond in each ci the district's 49 schools. The above data is also summarized in terms of ~ the total district (Pre-K-12). The district defines a school "balanced" when its percent black student populatioo is between fifty-five to sixty-five percent and the percent white student enrollment is between thirty-five and fcrty-five percent. Interdistrict magnets are used to attract a specific student populatioo frc:rn ootside ci the district and from within the original district to racially balance the school and district. Participation in a magnet is through student/parent chcice. The Magnet Review Cc:rnmittee (MRO, created by the Eight Orcuit Court ri Appeals in September, 1986, oversees the implementation and ope~~moo d the' interdistrict magnet schods. Canprised of representatives frc:rn each ci the three districts, the Committee makes policy rn issues such as magnet enrollment, tr,/msfers, building capacities, and operating funds. /{fov- S-ffj_!f:}
')6:,/,.,t.v(. The Magnet Educatirnal Team (MET) is the recruitment arm of the MRC, and is responsible fer public infamation and recruitment strategies and activities. In the Little Rock School District, six elementary schools, three junier high schools, and two high schools have magnet programs (refer to 01art A). Six (6) Interdistrict magnets (4 elementary, 2 junier high, 1 senior high) were created in Little Rock in ccmpliance to the 1985 court opinion. Since 1987, five mere interdistrict magnets have been established in the Little Rod< School District. Magnets enhance the district's c:cre a.irriculum The specially designed curria.ila is the "hook" fer attracting students across district lines. Individual interdistrict magnet school brochures provide a program description. 01art B summarizes the eleven interdistrict magnets in the LRSD by theme and number ci schools participating at each school level. 7 Cll3lt B - LRSD lnlerdislrid Magnet Pmgaans 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 PreK magnet housed in an Incentive School. The majority ct LRSD Interdistrict Magent Programs have been in cperatioo since the 1986-87 school year. Magnet enrollment that year was 3,647 pupils. This year it is 6,919 pupils. The number ct pupils enrolled in LRSD individual magnets has increased 53%. The most successful magnets acccrding to c:cmmunity /staff/ student responses and magnet waiting lists are ------------------, -----------------------, -------------------------. (Expand en waiting list.) The Interdistrict Desegregatcn Plan is mere than just magnets. The Pulaski County M-to-M (Majaity to Minority) Transfer allo.vs a student to transfer fran a district and schoo where his/her race is in the majority to a district and schoo where his/her race is in the minority. This means that black students in the LRSD may transfer to schoos in North Little Rcx:k and the Pulaski County Special Schoo Districts, and white students in NLRSD er Pulaski County SSD may transfer to a Little Rock School District school. The Aera
pace Techndogy Magnet will advance the vduntaty desegregatioo etfais ct the Settlement Plans. The district ccmmits that it will "maintain the facilities en a racially integrated basis into perpetuity." (Refer to 2/4/91 Amendment in Appendix.) The Little Rock Schoo District Desegregation Plan, the Pulaski County Special Schad District Permanent Desegregation Plan, the North Little Rock School District Desegregation Plan, and the Interdistrict 8 Desegregatia, Plan hdd excellent premise fcr achieving unitary school systems in these three districts. (Exerpted frcm 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 fer desegregatia, purposes cnly. Under the agreement, the state makes payment to LRSD, NLRSD, and PCSSD totalling $107,723,175 over the next ten years. The state legislature and the Governcr expended these funds withoot a coort order. Mcreover, the State also agreed to lend LRSD up to $20,000,000 over the next ten years. [ The loans are to be forgiven if by December 31, 2000, the existing gap in achievement between black and white pupils in LRSD has been reduced to ()Jfa~ ~ ~ Cl} p/t' The settlement plans and the settlement agreement do not limit the (1 C ID t District Cwrt's ability to require the creatia, of additional interdistrict '--"{ 1
t, schools. They limit cnly hem new schods may be funded. This funding { ~ \ may indude payments by the State for majcrity-to-minority transfers, but o- ) it may not include the impositioo en the State of a shared the capital casts c:i these new facilities. The aglb::iili:ill does nd: bar 1he crmlim cl additimal interdislrid sdtods
it simply povides 1hat,, wher1 aeah:d, 1hE:f will nd: be funded in 1he same way as the six stipilalicm magnets. (Refer to entire text c:i Settlement Agreement in Appendix.) The District Cwrt mandated the creatia, c:i the Office of Desegregatia, Mooitoring staffed by a Monitor to supervise compliance t.6 the foor Settlement Plans and the Settlement Agreement. ( wv.1L 9 Il Needs Assesslnent The Little Rock Schcd District, in coojunctioo with Nath Little Rock School District and Pulaski County Special School District, is implementing a ca.trt-monitcred desegregatioo plan ci which magnet programs and M-to-M transfers are a voluntary cptioo to integrate the three individual schcd districts. _J. Although Little Rock has achieved racial balance throogh the creatioo ci __ () 6}I interdi strict magnet programs in once racial] y isolated sch eds, therp/are still --5~ '. -.A schods whose percent black to white enrollment exceed the distri~-45% : H. J1Sf'I""' approved range. The district wants to establish mere across district volunta ~ /k-movement of junior high students to bing racially-isolated schools within the ) r)J balanced range. Acccrding to the 1992 LRSD Enrollment Survey, there are three junior high schools that meet this aiteria Three ci the junicr high schcds have been targeted to attract white students primarily fran school districts ci the Interdistrict (Tri-District) Desegregatioo Plan, ct:her school districts within close proximity ci the Little Rock school districts, and private schools. This plan prcrnct:es desegregatirn. It increases the grade 7-9 white student enrollment at each grade level ci three racially (1:fack)-isolated junior high schcds. The hook to attain this prqect's desegregation goals and objectives is the Aerospace Technology curriculum Since 1900, the United States has becane wealthy and powerful 1:rf expldting the rapid changes taking place in technology, wcrld trade, and the internatiooal political crder. New developments in technology, !ntematirnal competition, demography, and other factcrs have altered the natirn's ecaiomic and social landscape. There will be few jobs for those who lack adequate science/technical knowledge and who cannot read, follow directions, or use mathematics. Higher skill requirements of the economy suggest that schools must impave the preparatirn of the natirn's youth in crder to eroncrnically compete in the global marketplace. This can only be acccrnplished if the schools have excellence in technology educatirn, 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 functirn as respmsible, productive members ci a competitive society. This district also believes this endeavcr must be a coq::ierative and concentrative effcrt with this area's prime employers, the aerospace/ aviation industry, the State Department ci Educatioo, the University ci Arkansas, and Hendersoo State University. The aerospace technology educatirn magnet has lrng range impact for desegregatirn in the Little Rock School District. First, it involves further voluntary movement ci nm-district white students to prevent the progressive, increasing isolation ci predcrninantly 1:fack junicr high schools. Serond, this prgect has carefully planned fer a nevv racially balanred high schcd. Finally, this district is 10 coofident that the aerospace magnet will attract a new enrollment of 1,300 grade 7-10 students while maintaining the current enrollment. 'I These are the reasons: 1~a-' 1. "Aerospace Technology" is a statewide public education and economic development effort in accordance with the Arkansas Aerospace Task Force and its a-eaticn of the Arkansas Aviatioo and Aerospace Cornmissicn throogh passage of State Senate Bill 35. Their missi en is to provide "the knowledge and skills that will allow students to reach their full ea:manic 2. potential." -~l The Stipulaticn and Consent Order of February 1991 amended the LRS~ ~ticn Plan to include the Aerospace Technology :Magnet Sch (s) anumaintenance as racially integrated facilities. 3. 4. The putlic and private rontributicns of funds for up to 6.5 millirn dollars to coostruct the aviation histcry museum which will implement curricular activities during and after magnet schod hoors in coordinatioo with the magnet's specialized curriculum A successful millage campaign apprc,.,ed by voters for six million dollars to ~ coostruct the Aerospace Magnet High Schad. 5. The Aerospace employment need fer a skilled workforce is well known in "1 Central Arkansas. # specially-trained employees are required to meet new ccntracts for aira-aft and the employment vacancies listed by the Little Rock Airport Commission. Technology education is addressed in cnnjunctioo with the study of mathematics and physical science. Mere science and mathematics has been ruilt into the existing curriculum The academic and technology-integrated currirulum begins in grade seven to better prepare the minority student fer future employment, cdleg~ and success in finding his/her niche in a tedmdogical society. Because c::J the stroog aerospace industry and university linkage, and the hands-oo problem solving approach used to learn the rurricula, the district fcresees the indusioo c::J some Little Rock elementary schools in the near future. / /--t~ (n Need t The Reduction and Pre,entim cf Minority Group Isolatim /~ '/) fo1 There is a need to estatlish a new interdistric:t magnet at the junier high level to 01 racially balance three schods. An end-c::J-prqec:t enrdlment c::J 2,887 will enatle each c::J the aerospace magnet schools and total magnet enrollment to reflect the district's percent racial avera e. 11 The goal reflected ~ the% black figure in Table 1 is to reduce racial isolatirn ~ increasing the number ci white pupils in three Little Rock junier high schcds. This wi111 1:ring the junier high schcd % black student enrollment mere in line with the district-wide percent black figure cr 64%. TABLE 1 Redice Now Endd Prqed: Kea!iving Sdl<ds 'I. Bin 'I. Bid 1. Ooverdale JH 70.2 60.0 2. Fcrest Heights JH 70.6 60.0 3. Southwest JH 77.0 60.0 The goal reflected ~ the percent black figure in Table 2 is to prevent black groop isolation in the new high schod. This will be accanplished throogh voluntary movement of (1) grade eight and nine pupils from three aera
pace magnet junicr high schools, (2) new M-toM transfers-from NLRSD, PCSSD, an~her school districts not a part ci the ~district Magnet Desegregation P~and (3) LRSD grade 9 pupils provided such movement does net negatively mpact the racial balance cr the sending junicr high school. This will racially balance the new high school in ac:ccrdance with the racial demographics fer the senior high level. TABLE 2 ,,.., f. End d Prqed: Kea!iving Sdl<d Bin 'I, Bladt New High School 70.0 58.0 based rn the % black student enrollment average fer the desegregated sending junior high schools located in the attendance area of the new high school. Plugtan Goal t: To reduce or prevent rad al isolatirn in the Little Rock School District Objective 1.a: By September, 1993, the district will reduce racial isolation throogh recruitment of white students fran oot-cr-district to aerospace magnet programs. The aera
pace magnet program will be balanced when the percent black to white 12 figure is within the 6ef 40% balanced ra11g .Redu<E ~ Minaity ~ Minmty Magnet Sdlod Before After 1. OCNerdale JH 70.2 60.0 2. Ferest Heights JH 70.6 60.0 3. So.lthwest JH 75.0 60.0 Objective 1.b: By September, 1994 the district will racially balance the new high schod through vduntary transfers fran the grade 9 ccntinuing magnet enrdlment and M-to-M transfers. The new high schod will reflect the racial balance ci the district's senior high schools indicated in Olart B: CHART B Magnet SdKJcj New High Schod PreVl!nt ~ Minaity Before 70.0 Need 2a 1: Strengthening the Knowledge ci Academic Cootent Fer the past two decades in America, the low level of academic achievement in our seccndaty schc:xi has spelled disaster for our yooth and fer oor ea:nany. The statistics are alarming: a. Ninety-three percent ci 17-year dds do nd have the capacity to apply mathematical operaticns in a variety of problem settings. An increasing number ci the natirn's students are ill-prepared fer cdlege cnirses or jobs that require technical skills. (Naticnal Assessment of Educational Progress 1988, p.# 2) b Fer generaticns traditirnal prejudices have encouraged mathematics achievement in only a pc:rticn ci the student pcpulaticn - middle class white males. Females and mincriti~with the exceptirn ci Asian-Americans
Were perceived as bdh "less capable" d learning mathematics, and "needing'' it less. (Mathematics Education - Wellspring ci U.S. Industrial Strength, December 1988.) 13 c. In lxth participation and achievement, American students in science and mathematics are lagging behind previoos years and other ca.mtries. (Science and Engineering lndictors, Natiooal Science Board, 1990.) ct. Only about twenty percent ci 10th graders believe that biology, chemistry, physics, er geanetry are needed to qualify fer their first chace occupatioo. Only twenty-eight percent believe they need algebra. ( Lrngitudinal Survey ci American Yooth, 1988.) e "Schools must imprave their science instructioo to alla.v the nation to base its ea::nany oo high technology. New programs must be developed and strategies reexamined to achieve the sharp focus required." (The Triangle Coalitirn fer Science and Technology Education, 1988.) According to the results ci the National Science Foundatirn's nationwide study, students are not receiving enoogh hands-oo labcratery experience. f. The 1.25 grade-level -equivalent decline in the academic achievement ci high schod seniors la.vered the natioo's productivity by $86 1:illirn in 1987 and will lower it by more than $200 allioo annually by the year 2010 (Joornal ci Currirulum Studies, 1989). Studies demoostrate that canpetence in reading, writing, mathematics, science, and problem solving are strongly related to productivity in almost all jobs. At the histaic "education summit," September 1989, President Bush and the natioo's gaverncrs agreed to six national perfermance goals in educatioo to be achieved by.the year 2000. These two impcrtant goals were among those adcpted: Goal IV - Science and Mathematics U.S. Students will be first in the world in science and mathematics achievement. The pocr standing ci U. 5. students en intematiooal assessments ci mathematics and science achievement is no accident, says a new ASCD task ferce repcrt. It results from systemic problems in the quality ci rurrirulum and instruction in the United States, the unequal cppcrtunities afferded different students, and pervasive rultural beliefs that do little to support high mathematics and science achievement. The ASCD task fcrce repcrt cites four majer factors rontributing to la.v U.S. student achievement in mathematics and science. These are: 1) Relativdy few students take murses that indude high-levd oonl:ent in malhemalic:s and sdence Fewer than half of students take a chemistry er algrel:ra II course and fewer than ooe in five ever take a course in physics, trigonanetry, analysis/precalculus, er calculus. Mcreover, the ,. Assoqation for Supervisioo and Curriculum Devel<
J?IDent , Raising Our Sights: lmprroving U.S. Achievement in Mathematics and Scence, December 1991, p. 6 14 widespread tracking of students means many pupils - particularly minorities - are never required to learn high-level ~ntent. 2) Mathematics andsdenre anrimlUID!\. as well as the tedlo~s and aa w uals linked to them. fail to reflect the llfrontiers d knowledge'" about how children learn best. U.S. mathematics and science curriculums "sacrifice depth fer coverage, doo't take advantage d technologies .. .fail to make connectioos amoog the disciplines, and generally ignere the real-life experiences and cognitive development of students." In general, students assume a passive role, with teamer talk, textl:xx)ks, and worksheets predcrninating. The Natiooal Center fer Educatioo Statistics study recently documented the percentage c:i 8th graders whose science teamers conducted scientific experiments. Bcth Catholic and private - other religious and nm-religious schools - science teachers surpassed public smcds science teachers en frequency -- "Once per day, and ooce per week" -- fer providing experimentaticn in science (Educatioo Week, September 1992). 3) lnslrudiai does nd tdlect the need fer al students to maslEr malenging CXDtent. The training and suppcrt affcrded teachers too c:iten fail to reflect the mallenge c:i delivering high-level content. Teamer preparaticn and inservice suppcrt, class size and teaching load, and teachers' oppcrtunities fer collalxration and decision making all hinder the delivery c:i pctent instruction. 4) OJltural values and olher fadors a:ntn"bute to the belief that,, fer many slu~ high adnevement in malh and science is not wath striving fa er is unattainable. Exrept fer a small number of high! y mctivated students, many pupils appear to be swayed cy discouraging wltural attitudes tCM1ard math and science prc:iiciency. In additicn, the United States is one of very fe.v industrialized democracies that does net provide stroog incentives (such as better joh
) to students who do well in tough high school math and science courses. The Naticnal Science Board and the ASCD Panel urged that all students should be required to take math and science a full foor years in grades 9-12. The National Council of Teachers of Mathematics, the Natiooal Science Teachers' Assodatirn, and the American Assodatirn fer the Advancement c:i Science also stated that math and science curriculums should cx:nnect learning to wcrk, integrate principles frcrn the two fields and other disciplines, and take better advantage d technologies. Similarly, grouping students cy ability and tracking should be eliminated. Natirnwide research en tracking suggests that being placed in a 1cm ability track effectively slams the gate on any pa
sibility that a student can take coorses leading to cdlege (Natirnal Education Lrngitudinal Study c:i 1988). 15 Goal III - Student Achievement and Citizenship American students will leave grades foor, eight, and twelve having demrnstrated ccmpetency in challenging subject matter including English, mathematics, science, histcry, and geography
and every schc:ol in America will ensure that all students learn to use their minds well so they may be prepared fer responsible citizenship, further learning, and productive employment in our modem eccnomy. In respcnse to Goal IIL the Secretary ct Latx:r's Canmissicn en Achieving Necessary Skills ( SCANS) issued its initial report, What Werk Reqires of Schools. This repcrt identified a three-part foundatirn - basic skills, thinking skills, and personal qualities - that will be at the heart of job perfamance ooth fer students gcing directly to werk and those planning further educaticn. The SCANS three-part foondation and the ASCD panel's science and curriculum recommendations including mere credit hoors will be ina:rperated into the project design. In March 1992, representatives frcrn the fdlCM'ing Arkansas educaticn and industry groops met to discuss the knCM'ledge and academic competencies that students shoold possess to succeed in preparing fer aerospace/aviaticn careers: Aerospace industry exerutives Aerospace Educatirn Center Campaign Leardership Aviation Historical Society State Department ci: Educatirn Mathematics and Science Consultants, and the Associate Director fer Instructional Programs in Vocational and Technical Education FAA Air Traffic Manager LRSD Superintendent of Schools UALR Schad ct Science and Engineering Essentially, the magnet will strengthen the academic achievement ct magnet work-bound or college-ln.md students in mathematics, science, techndogy, and canmunicatirn ccmpetencies in coorses equivalent to college preparatcry curriculum. Aditions to rurrent typical fereign language oourse ci:ferings will include Russian, Japanese, and German. The planned magnet program d studies wil11 be based en the Arkansas Plan fer Tech Prep, 2+4+2+2 (February, 1992). Industry representatives pointed oot that "traditirnal coorses" in general science and mathematics, gecmetry, algerra, trigrncrnetry, and English do nct emphasize enoogh practical applicatirns ci: content, especially those related to the high-tech "know-how," "atility-to-do" required in industry. It is imperative that industry and the public schods werk together to wild strong, relevant science/math/ canmunicatirn/technology stand into the curriculum. Relevant curriculum 16 means the connectedness between wcrk and the magnet's specialized curricula. The magnet program must also articulate co.irse content and a career ladder frcrn LRSD to UALR in Engineering Technology and LRSD to Henderson State University in Aviatim. 1. State ct Arkansas Basic Skills Testing The Arkansas Minimum Performance Testing Program is the mandated state effai fcr reporting the number and percent of grade 3, 6, and 8 students displaying mastery in reading, mathematics, language arts, science, and soda] studies. LRSD minimum perfcrmance testing results for all students and for students categcrized by race (Black and White) dCXl.lment national mathematics and science findings locally, and also confirm the opinion held 1:7.>' industry on content tested. Tatie 3, foond m the opposite page, displays what basic skills are tested in mathematics and science. An analysis of what is tested and hO\N is indicated in the conducting statements belO\N Table 3. This information is pcrtrayed to shOIN the need fcr a rigcroos mathematics and science linked program 17 TABLE 3 - The Arkansas Minimum Perfcrmance Testing Program - Grade 8 Basic Skills A. Mathematics Numeration ldent. whole num. place value Recog. whole num./word name Round whole numbers Recog. dee. word name/std. fm Compare decimals Whole Numbers 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 Materials Identify characteristics of matter, rock types, minerals Identify particles of nucleus/energy levels of atom Define pH Earth Processes Define earth processes terms Identify agents of erosion 18 Rational Numbers Change Fraction/equivelent Add/subtract fractions Change Fraction to Decimal Add/subtract decimals Multiply decimals Divide dee. by whole number Write percent as decimal Measurement Select metric/custom meas Determine line seg. length Geometry Identify Shapes Find perimeter Probability/Statistics 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 Universe/Astronomy Define universe/astronomy terms Energy/Natural Resources Define environmental terms Identify/classify natural resources as renewable/non-renewable Test items fer science and mathematics reflect knowledge and skills typical of an upper elementary grade program Measurement and geometry is minimal. Testing ci physical science crncepts is limited Test items indicated by the werds recognize, identify, determine, select, define, ask students to recall informatirn, the lowest level cf thinking per Blc:x:m's Taxonomy. mterdistrict and distrct ma ents are, by the year 2000, to leave grade -S- havmg demrnstrated competen'3/ in challenging sugect matter, then this interdistrict magnet must provide the fdlowing: The applicatirn cf mathematical skills in science throogh a hands-rn industry-relevant program which measures student ootcanes throogh perfermance-based assessment. Academic c:cntent strengthened by camecting concepts fer earth, life, and physical sciences to engineering tedmdogy and aviatirn, and teaching fer crnceptual understanding. An instructional approach with 100% utilizatirn d the sd ence process skills and experimental design. The use cf technology as an instructional tad in crnjunction with canputer simulations and applications fer reccrding and interpreting data. Table 4 repcrts the percentage cf grade 8 students (ct the Aerospace Magnet junier high schools) passing the Arkansas Minimum Perfamance Testing Program by race and gender catagcries as canpared to the percent passing fer all students in the district. TABLE 4 - The Arkansas Minimum Perfcrmance Testing Program - Grade 8 Academic Area Junior High School/District Percent Passing All Students White Students Bl ackStudents SCIENCE Male Female Male Female District Coverdale JH 64 95 79 70 48 Forest Heights JH 62 83 96 49 53 Southwest JH 46 77 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 clearly sh(Jl,\I there is a disparity in mathematics and science performance between white and black students. Major differences in the percent passing rate occur between black and white males in ooth suqect areas, and white and black females in science. The wide race-gender perfamance gap suhstantiates the need to strengthen how science is taught to ensure equal aa:ess t(Jl,\lard progress in the a:re curriculum 2. Stanford Achievement Test. Eighth Editic
11 Students in the Little Rock School District also take the Stanford Achievement Test each Spring. Stanford assesses achievement in all crntent areas - Reading, Mathematics, Language, Listening, Science, and Social Science. The Science subtest reflects the natirnal trend in science curriculum tOl,\lard emphasizing crncepts ci science rather than isolated facts. HOl,\lever, Stanford uses the traditirnal divisirns - physical science, aological science, and earth/space science as the vehicles fcr testing skills and understanding ci basic cx:mcepts. The prq)(rticns in which the areas of science are represented en the subtest reflect the emphasis each receives natirnally. In mathematics, Stanford has three suqects: Crncepts of Number, Mathematics Computatirn, and Mathematics Applicaticns. Special soores in using Infamation and Thinking Skills are derived from an evaluatirn ci responses students make to items embedded in several subtests such as Mathematic. Applicaticns, Science, Scx:ial Science, Language, and Reading Comprehension. Grade ~ght and nine belOl,\I nam percentile sa:res for students enrolled in the three magnet junior high schools are sh(Jl,\ln on the next page in Table 5 fer Mathematics, Science, Using Informatirn, and Thinking Skills. Results are expressed as the percent of students in quartiles rne and two who sa:red at er bel(Jl,\I a specified percentile sa:re Tctal district percentile sa:res are used as a basis fer a:rnparisrn to individual school results. ~Ju~ ~.~~f k /1f'1-))__ C ~ 111...1) 20 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 Heights JH N =205 N =210 Southwest JH N = 167 N = 183 TABLE 5 - Stanfcrd Achievement Test Spring 1992 Grades 8 and 9 Percentile Sccres Mathematics Science Usi~lnfo. Percentile score Percentile score Perce I e score 01 02 01 02 01 02 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 - 50% c::i students sccred at er below these sccres Quartile 1 - 25% cf students sccred at cr'<-below these sccres Thinklnff Skills Percenti e score 01 02 20 40 23 41 17 34 21 55 15 35 22 43 17 28 20 36 Results indicate, except in rne inst~ that proposed magnet schools have sccres lower than the distrid:i~~ntrast to the Arkansas Minimum Proficiency Testing, students faired better in science than in mathematics. Spring 1992 was the first time the LRSD has given the Stanford Achievement Test. The percentile sccres shcmn in Table 5 will serve as baseline data fer develcping this magnet's student performance objectives in the academics. Need 2a2: The Underrepresentation c:i Mincrities in Science and Math The Congressirnally established Task Fcrce en Wcrnen, Mincrities, and the Handicapped in Science and Technology report, "Olanging America: The New Face c::i Science and Engineering, N found that Blacks, who oomprise 12% of the U.S. pcpulation, make up just 2% cf all scientists and engineers. The findings are especially 21 unsettling considering changing demographics. Prqectirns indicate that by the year 2000, Blacks and Hispanics canbined will make up 47% of the American students enrdlment. As a result it is imperative that the naticn and local school districts take extraordinary steps to prepare minorities for greater levels d participatioo in scien~ math, and engineering. The Quality Educatirn for Mincrities Plan for improving science and mathematics instructioo nationally calls for quadrupling the number of minority students receiving bachelor's degrees in the sciences and engineering from 17,000 in 1987 to 68,000 by 2000 (Education Week, April 1992). In the Little Rock Schad District 68% of the grade 7-9 enrollment is Black. This is a 7% increase over 1987 figures. LRSD anticipates ca1tinued gains in the number/ percent d Black students. The critical issue of underrepresented minorities, i.e. Blacks, and the need to bing Blacks up to parity in performance and graduaticn rates, and in college enrdlment J is a goal d the LRSD as evidenced in the Pulaski Coun_!y Schg
&D esegi-egation ~ ~ Case Sett! ement ans and Agreement: - fi.{j
"If any d the Incentive Schools remains racially identifiable (80% or more Black) after six years, LRSD has explicitly committed itself to continue providing compensatay and enhancement funding" (refer to page 4). "If at any time between the date of this agreement and December 31, 2000, the c:anpa
ite scores d LRSD Black students (excluding special educatioo students) en a standardized test are 90% or greater of the composite scores of LRSD white students (excluding special educatioo students), the escrowed funds will be paid to LRSD and any ootstanding loans will be fa-given. The intent is that LRSD will rereive 20 millicn ddlars plus any accrued interest if its goal of increasing student achievement is reached and that the State will be repaid in full amoont d all loans plus interest if the LRSD does nct reach its goal (September 1989)." * The magnet enrolls 1,571 Black students. Curriculum focuses ai math/science crntent as related to careers in the Aerospace industry. Additiooally, the magnet provides the student with nine (9) career ~tioos articulated to university programs. This magnet was putposefully designed to lay the foondation for later academic performance and interest in math and science related fields. Included in the design is career counseling. Career counseling will stress in the student selfworth, motivatirn, and commitment to accanplish personal goals in learning and in Aerospace career preparation. The schod district, industry, and higher educatioo believe this collaborative effort to devel~ a high tech, marketable skills magnet will cxntribute significantly to raising Black student acheivement in mathematics and science, and to increasing the number d black students receiving associate and bachelor degrees in engineering techndogy and airway science 22 Need 2b Developing Marketable Technical Skills "America's once-rommandtng lead in the aitical technologies drivjng eccJ1cmic growth and natirnal sea.irity is seiously threatened by f ereign cx:mpetiters," the Council rn Competitiveness said in its repert Gaining New Ground: Technolqgy Pricrities fer America's Future. The term High-Tech is used to describe a wide variety d businesses and industry which include: aerospace, canputers and software, telecommunications, electrrnic comprnents, medical technology, instruments fer measuring and cootrolling manufacturing processes, energy, environmental, phctographic, lasers and optical, and data processing services. The Natirnal Center for Advanced Technologies (NCAD of the Aerospace Industries Associatirn (AIA) Key Technologies fer the Year 2000 Program have indentified these high-pricrity technologies: Computatirnal Science Sdtware Development Advanced Metallic Structures Advanced Composites Superconductivity Ultra- Reliable Electrrnic Systems Artificial Intellegence Airbreathing Propulsirn Rocket Propulsion Optical Information Processing Advanced Sensors These technologies represent a shared view of U.S. technology requirements. Gitical technologies in Engineering Proouctirn and Electronic Canponents where the United States is falling behind cr will net have a presence are represented in Table 6 on the next page. ,. U.S. Departments of Commerce and Defen~ Wute House Office of Sdeice and Tromology (Refer to Appendix for definitions and list of contributing organizations. 23 TABLE 6: Technologies in Which the United States is Weak, La
ing Badly, or HAS LOST f F.ngineering and Pnxluctiai Tedmdcwes Design for Manufacturing Design ci Manufacturing Processes Flexil::xe Manufacturing High-Speed Machining Precisioo Machining and Faming Integratioo ci Research, I:Rsign, and Manufacturing Integrated Orcuit Fabricatioo and Test Equipment Robotics and Autc:mated Equipment Tctal Quality Management Eedladc:Canp<Dents Mem0ty Olips Printed Circuit Board Technology Optical Infcnnatioo Sterage Multichip Packaging Systems Liquid Ctystal Displays Electro Statics Soorce: Camcil oo Canpetitiveness
partial listing This infamation has implicatirns fer the need ci this magnet to - teach industrial relevant technology skills in state-of-the-art technology laboratories - place a heavy focus rn the application ci scientific kno.vledge - use engineers and technicians frcrn industry as instructors - provide industry-based learning experiences for students. Students in this magnet are primarily being trained as technicians. Technicians working with automated equipment must be familiar with beth software and hardware used by computers and microprocessers. The development, design, installatioo, calilYation, manufacture, assembly, and fabrication processes using sophisticated equipment, tools, machines, and ccmputers require a combination ci knowledge and skills extending far beyood the simple fail -safe mechanical devices ci a few decades ago The aera
pace industry and its array cf suppliers and sub-ccntracters are among tha
e that will increasingly require technologically literate entty level werkers. The American Vocatiooal Association (AV A) and the Center fer Occupatiooal 24 Research and I:Rvelq:,ment (CORD) point out that technicians currently being prepared for entry in tancrrow's wcrk fcrce should possess several important characteristics. A few d these are highlighted bela.v because they have ramificatirns on the curriculum described later. 1. A BROAD KNOWLEDGE BASE: They must possess fundamental academic skills in reading, ccrnmunicating, computing, and applied science 2. COMPUTER LITERACY: Many high tech processes are ccmputerized. Thus workers should pa.sess a basic understanding d romputers and their applicatirns in manufacturing and management infamatirn systems. At base, students should have the kna.vledge necessary to access and use microprocesscrs er intelligent romputer terminals using canmerdally available sdtware packages. 3. AWARENESS OF A RAPIDLY CHANGING WORK ENVIRONMENT: Develq:,ments in CAD (ccrnputer aided design) and CAM (computer aided manufacturing) alrng with advances in teleccrnmunicatirns, integrated circuits, laser/ q:,tics and other ccrnputer applicatirns assure that techndogy will continue to grow and expand. Thus, technical wcrkers require a broad base in technical and mathematical kna.vledge so that they can learn new techndogies and assimilate new infamatirn after they are employed. 4. UNDERSTANDING OF A SYSTEMS ORIENTATION: Modern manufacturing techniques are canprised d ccrnplex inter-related systems of electriq:tl, electrcnic, pneumatic, hydraulic, thermal, and optical devices. People who wcrk with such equipment need a broad understanding d such systems. Specialists in each d these fields will still be required, but a grasp d the overall systems d prcxiuc:tirn will be impcrtant. This grasp calls fer an interdisciplinary approach to training. Ji L v- ~I.,(, \..A-1 1 l v- v-,,p With the diversity of high technologies, the need fer new courses is great. This l_.,wl ,1r_ will require LRSD to integrate technologies and new rontent into existing courses .) ~\?, 7 as well as create specialized courses of study. Some examples in this magnet are >(C,.,.V</ . Computer-aided Design (CAD) Applications, Lego Logo Robotics, High Tech Presentatirns, Airway Science Curriculum, and Quantitative Literacy fer Aerospace Althoogh LRSD has prepared course descriptions and outlines (refer to appendix), additirnal ccntent outlining lalxratcry and design prqects need to be develq:,ed with aera.pace/ aviatirn representatives and the university. Flight and space ccncepts need to be infused into the new science curriculum thus creating the aerospace science course of study. In additirn, course rontent needs to be incxrporated into an assessment design that measures actual student performance In academic and work-based learning requirements. 25 r Need 2c: Emplqyment and Training Needs in the Aerospace Industry Today in oor coontry there is a critical need for highly-skilled state-ct-the-art technicians in the aeraspac:e industry. Acccrding to testimrny by the Arkansas Aerospace Task Ferce, "The greatest challenge is to create an educated workferce able to rapidly meet the needs ci the-industry. Although there will always be a need fer specialized training, in the Ieng term much can be dene to better prepare students fer employment. Education is our largest investment in Arkansas and that investment prcperly focused can be oor most significant advantage CNer other states." This statement parallels the disturl:ing finding of the U.S. Laoor ~partment's Secretary's Commission en Achieving Necessary Skills (SCANS): "Mere than half ct all yoong pecple leave schcd withoot the skills needed fer productive employment. These yoong people will face the bleak prospect ct dead-end job after dead-end job interrupted only by periods ci unemployment" (Education Wee<, May 1992). Acccrding to the Naticnal Center rn Educaticn and the Eca1crny, the average skill level ci graduates not boond fer cdlege is the functirnal equivalent ct aoout a 7th er 8th grade achievement level. M,st at risk are students in the so-called general and vocational "tracks." Because employers generally aren't interested in the CX)Urses job applicants have taken er the grades they have earned, these students have little incentive to take toogh academic dasses er to earn high marks. As a result, high schcx:i beccrnes a holding tank fer those not gang rn to cdlege. Researchers ~dying the werkferce pant to an crninoos sign: good jobs - the kind that cifer reasonable pay and the cppcrtunity to advance aloog a career ladder - are gradually being shut off to students fresh oot ci school. The most prominant explanation fer such findings is that while the skill and knowledge requirements fer entry and advancement in the werkf erce are rising, graduates are not being prepared to meet increased demands. "New werkers must be creative and responsible problem solvers and have the skills and attitudes en which employers can ooild," ac:ccrding to the SCANS Commission. "Traditicnal jobs are changing and neo.v jobs are created everyday. High paying, but unskilled jobs are disappearing. What the Cornmissien calls "high-perfcrmance" werkplaces are mere flexible and custcrner oriented. Schcds must teach the skills peq,le need to be productive and adaptable werkers." A commitment to meet this challenge was adopted in a resolutien by the Board of Directers ct the Oty ci Little Rock to use eccncrnic develcpment funds to develcp an Aerospace Museum and Educatien Center. Resolutirns pertinent to the employment and training need fer this magnet are stated below: Wh~ the city c1 little Rak has maintained an eamanic develqxnenl fund so that the city can enmurage and punch: the mainhnanm d jd:B
and 26 Whereas cities and stales throughout DD' natiaa am:inue to use funds fer eamanic dew:iq:xueul to parde the aealiai and maintenancE d jdls
and Whereas, the df through its F.ananic Develq:xaa:nl Rmd made avail.tie S3 rnilliai to faalilale the aeali<n d nue 1han 300 jdJs at Alkansas h1n
pac E: .and Whereas_ dtizens and busines.,gs have j<ined qelher to plan fer an .MNifa::E wauseum and the little Km .Akt"iMP 1"edmdogy Magnet Smod (ailectivdy the ABOSifMP Cenla1 as part d the little Km .Aitpml area cxnp~ and Whereas_ the df will benefit and he strengthened by an Ae11t5_1ae Center to enable <Dr dtizens to be trained fer jdJs in the relaled aeu asiae industry which is growing in little Rock.. Two SCANS repc:rts outline the skills students should be taught and what needs to be done to effectively teach them. In additirn to the foundation skills (refer to page 5), there is a set ci five canpetencies that are at the core of job perfamance. Acea-ding to SCANS these will be needed ci all graduates, both the college-bo,md and those directly entering the werkferce. The five werkplace competencies are described below: Resain::es Employees need to be able to identify, organize, plan, and all~te resources (such as time, mcney, materials and facilities, and human resoorces). lnh:iperscnal skills.. Employees should be able to werk effectively with others. Examples are the abilities to participate as a member ci a team, teach others new skills, serve clients or rustomers, exercise leadership, negotiate, and werk with diverse people Informal:iai.. Employees need to be able to acquire, evaluate, interpret, and canmunicate informatirn, as well as to use ccmputers to process information. Systems. Employees must understand how social, erganizational, and techndogical systems werk and cperate effectively within them They must mc:niter and ccrrect performance, improve the quality ci products and services in existing systems and develcp new er alternative systems. Tedmdqw. Employees must be able to judge which sets of procedures, tools, er machines, including ccmputers and their programs, will produce the desired results. They must be able to set up and cperate ccmputers and their programming systems as well as maintain and troobleshoot techndogy. 27 The Ccmmissioo's plan as detailed in America's Oloice High Skills cr Low Wages also reccmmends that: All students must meet a natiaial slandd d educalicmal exa!lleDJe by age 16 er som thaeaftei. Sludents passing a series d pedamanoe-based asM
,smenls that retied: the slandard would receive a Certificate d Initial M.may. Nier receiving the c:ntificm
. sludents would moa
e to go to work. enter a a:flege-ptp pog,aa-, er sludy fer a technical er pdessicmal astificale.. In this magnet's prqect design, the SCANS ccmpetendes will be inrorpcrated into the mathematic., science and technical courses of stupy as well as the design for measuring student performance and the attainment d this magnet's program oqectives. The change this magnet envisions will require additiooal resoorces through the funding of this prqect. Amrng the most impcrtant will be investments in curriculum writing, teacher training, technology and instructional material including oomputer-based and multimedia material. To address the employment and technical training needs, Little Rod<'s Aeraspace Campaign Leadership and Industry has turned to LRSD, UALR, and Hendersoo State University to develc:p a better student. With the assistance of the United States Department of Educatioo and the Little Rode Aeraspace Campaign Leadership and industries, LRSD beleives it can provide a state-a-the-art technology-driven Mathematics, Airway Science and Engineering Magnet Program which meets the purpases, pricrities, and special CCJ1sideratioos d the MSAP as well as addresses the national imperative to maintain a wcrldwide ccmpetitive lead in techndogy. Progtan Goal 2 To strengthen the knowledge d Academic Ccntent and to develc:p marketable technical skills d students in project magnet schools. Objective 2.a1: Perfcrmance Assessment: Aerospace Science/ Applied Mathematics Integration By the condusioo d the prqect period at least 80% of the grade 7-12 students enrolled in the magnet school program will have ccmpleted with minimum ccmpetencya the LRSD Performance Based Assessment administered the first week d May. a Minimum ccmpetency will be defined as an average d at least 70% 28 Objective 2.a.2: Performance Assessment By the conlusioo cf the prqect period in 1995, at least 80% of the grade 7-12 students enrolled in the magnet program will sccre at or aoove an established proficiency sccre oo each ct two (2) LRSD/SCANS Know-How Performance Based Assessment repc:rts. The extent to which this objective is met will be determined by teacher reccrds and verified by the site magnet Assistant Principal. aMinimum proficiency will be defined as at least a 2 for each Airway Science and Engineering Techndogy course using the fdlowing scale: Proficiency Level Performance Benchmark 1. Preparatory 2. Werk-ready 3. Intermediate 4. Advanced 5. Specialist Objective 2.~ Pcrtfdio Assessment By the condusicn cf the project period, 80% ci the grade 7-12 students enrdled in the magnet schod program will sccre at er abo,.,e an established oompetencya sccre en each cf foor ( 4) teacher and student selected SCANS Integrated Assignments. One repcrt cr assignment must be selected fran each of the four (4) major areas. The extent to which this objective is met will be determined by teacher records and verified by the site magnet Assistant Principal. aMinimum canpetency will be defined as an average ci at least 2 oo each repcrt using the fdlo.ving scale: 4 Well beyond expectatirns fcr grade level
extracrdinary. 3 Does better than expectaticns fcr grade level
c:cmpetent/fluent. 2 At level er average performance fcr grade level
appears canfcrtable with demands ci prc,ect. 1 Approoching average performance for this grade level
some skill/ comprehensicn acquired. 0 Novice
no evidence of relevant skill/ ccmprehension 29 Computer Technology 1. Word Processing/ Keyboarding - Using proper keyboarding and editing skills to produce documents. 2. Graphic Design: Using the graphic program to produce graphics. 3. Communicaticns: Using speaking, writing, video a- hypermedia to express an idea. 4. Programming: Being able to write a set ci instructicns in the hypermedia or LEGO/ LOGO environments. and Technd CJSY Lab 2000 1. 2. 3. 4. and Aerospace Science 1. Scientific Method - Experimental Design: Given a questicn or a problem, students will fcrmulate a hypcthesis, design an experiment, observe and draw a:nclusions frcm the data 2. Process Skills: Canparing, organizing, categcrizing, relating, inferring, applying. 3. Computer Technology fa- Scientific Purpa
es: Having a product that reflects the use ci computers, laser discs, VCR's, calatlators, and science equipment. 4. Self-Assessment/Self-Esteem: Student and teacher selected wcrk will be placed in individual student pcrtfdias. and Airway Science 1. 2. 3. 4. 30 or Engineering Techndogy 1. 2. 3. 4. Objective 2.c: Program Effectiveness During June d each prtject year, at least 80% d the parents, students, and teachers will rate the fdlowing items "effective'' oo a locally developed survey: breadth d curria.1lum program quality parent training teacher training use of community resources program ccntributions to career options improved student achievement positive ccntributioo to student career plans 31 Quality of Project Design The project includes the fdlawing topics: A Overview: School, Program and Curriculum Organizaticn 1. The Visicn of the Redesigned Junia- High and High School 2. Teacher and Student Organizatirn 3. Flexil:ie Scheduling 4. SCANS KnCJW-How Integratirn 5. Applied Mathematics, Scienre, and Communication Skills 6. Computer Technology and the Computer Techndogy Laboratcry 7. Engineering Techndogy 8. Airway Science 9. Work-Based and Wcrk-Site Learning and Experience 10. Infcrmaticn and Guidance B. Aerospace Technology in Grades Seven and Eight (Junior High Level) 1. Content Knowledge in Mathematics 2. Content Knowledge in Scienre 3. Content KnCJWledge in Canputer Techndogy 4. The Techndogy Lab 2000 Curriculum Integration Center 5. Career Development C Aerospace Technology in Grades Nine Throogh Twelve (High School) 1. Content Knowledge in Mathematics, Science, Canmunicatirn, and Canputer Techndogy 2. Content Knowledge in Engineering Techndogy 3. The Techndogy Lab 2000: Concurrent Engineering 4. Content Knowledge in Airway Science 5. Workplace Readiness and Industry/ Business Internships D. The Aviatirn Museum Educatia, Department Docent Program 1. Courses d Instructia, 2. The Libraty 3. School Visitatia, Program 4. Planetarium 5. Imax Theater E. Instructirnal Approaches and Assessment of Student Performance 1. Learning in Context 2. Product Development Teams/Cooperative Learning 3. The Pcrtfdio 4. Perfcmance-Based Assessment F. The Staff Training Plan G. The Aviation Museum Educatiooal Resoorre Center fa- Teachers H. The Planning Canpooent to Develcp Aera.pace Technology Magnet Curriculum fer the High Sd1od I. Bringing Students Fran Different Backgroonds Together J. Staff Experience in and Kncmledge d Curriculum Development and Desegregation Strategies K Addressing Educatiooal Needs Appropriate to Students Enrdled L Parental Decisirn-Making and Jnvdvement Each tcpic is described in detail after the CJ11erview to this sectioo. I n t e g r a t i 0 n Technology Lab2000 SCANS Know-How TOM Worksite Leaming Experience Occupational Certification Authentic Assessment Aerospace I echnology Program Magnet Course Sequence Junior High School Grade7 Aerospace Mathematics Aerospace Science Japanese, German, Russian, Spanish, or French Integrated Software Applications (.5) Logowriter Robotics (.5) Grade8 Applied Mathematics I or Technical Algebra I Aerospace Science Japanese, German, Russian, Spanish, or French Hypercard/Hypermedia Aerospace Pre-CAD (.5) Career Development (.5) High School Grade9 Grade 10 Grade 11 Grade 12 Applied Mathematics II Descriptive Geometry Technical Algebra II Quantitative Literacy for or Descriptive or Technical Algebra II or Advanced Algebra/ Aerospace or Calculus Geometry Trigonometry Aerospace Physical Descriptive Astronomy & Japanese, German, Science or Chemistry Aerodynamics (.5) & Physical Geology Russian, Spanish, or Meteorology (.5) or French Japanese, German, Physics Applied Communications Russian, Spanish, or Aerospace Biology French Japanese, German, Japanese or German or Russian, Spanish, or Russian or Spanish or Intro Aeronautics/Lab Computer-Aided French French a Design Applications Intro. to Computer or Manufacturing Engineering Private Pilot Cert/Lab Science Manufacturing Tech. II a Engineering or Air Traffic Control Intro. to Concurrent Technology I Electronics Engineering or Engineering a Technology.CAD II Powerplant Systems or Electronic Engineering or or Machine Shop Technology.CAD I Advanced Computer- Aerodynamics + Perf. Technology a Aided Design Applications a a Programming or Programming for General Aviation Language I, II Aircraft Systems Theory Engineering Majors or or or Hi-Tech Presentations Aircraft Systems Theory Aircraft Powerplant Theory Fabrication Design or or Project Powerplant Theory Fortran.Cobol or & Maintenance a Mechanical Systems DP Electric Circuit Analysis or Workplace Readiness Manufacturing Design (.5) Aviation Safety Project Legislation/Air or Hi-Tech Presentations Transportation Assembler Language & Operating Systems Airway Science or Engineering Technology Airway Science or Internship I Engineering Technology (Industry-based) Internship II (Industry-based) Little Rock School District Aerospace Technology Magnet Program Prepared by Gail Quinn October 1992 The Little Rock School District's Magnet Schools Assistance grant applicaticn presents a dynamic plan fcr implementation of a grade 7-12 Aerospace Technology Magnet Program in three (3) junior high schcds and the new Aerospace Educatioo Center. The Center comhnes a museum of aviaticn histcry with a grade 7-12 Aerospace Technology School en a 19.8 acre tract at the Little Rock Regicnal Airpcrt adjacent to the main terminal, Falcon Jet, and Arkansas Aerospace. Collabcratively develcped with the Aerospace industriesa> and Campaign Leadershipb>, four universitiesc> and the U.S. Department d Educaticn Federal Aviaticn Adrninistraticn (FAA), this magnet program targets the readying of students fcr immediate employment and/ er postsecondary education in either engineering technology cr airway science. As illustrated belON, students are provided a wide range cl choices fer career develcpment in ooe of nine areas at an entry, technician, cr prciessional level: Aerospace Engineering Technology Aviation Airway Science (FAA) Manufacturing Airway Canputer Science Computer Science Airway Science Management Mechanical Aircraft Maintenance Electronics Aircraft Systems Professional Pild: Majcr Arkansas aerospace employers and the FAA have identified technological occupaticns and the skill base students need for future employment. LRSD has incorpcrated the skill base into a highly integrated program/course sequence ccnsisting d Academic lnstructioo, Work-Based Leaming, Wcrksite Experience, and Information and Gui dance. All magnet students will take a canmon academic ccre of sequenced courses which indude six years d applied mathematics and science (more than required for graduation) keyed to product engineering and flight/space roncepts, two er more years d a language significant to our global canpetitive marketplace such as Japanese er German
and Applied Canmunication. In canputer netwcrked laboratcries, students will access and control content, applicaticns, and infcrmaticn in the areas d robotics, bio astronautics, systems simulatioo, CAD/ CAM, publishing, wcrd processing, telecommunications, material science, and aerodynamics. Students will produce presentaticn material try importing soond, graphics, digitized phctographs to hypercard er laserdisc stacks cl their CM'n creatioo. In Science, students will conduct hands-on investigations, manipulate scientific instruments, and collect/ analyze data a) Arkansas Aa-ospac~ Rohr Industries, Falcon Jet, Midcoast, Cmtral Hying Service b) tv1embership attached c) Universities of Arkansas at Little Rock and Pine Bluff, Hmderson State University, Southern Arkansas Unive-sity TECH. using the critic.al thinking skills ct observatioo, canmunicating, wmparing, crdeting, c.ategorizing, relating, inferring, and applying. Specialized curricula related to each ct the nine career opticns has been developed to meet oca.tpation specific kno.vledge and emerging techndogy requirements. Students will be trained on the job throogh partidpatioo in industry and airpcrt-based internship programs. All students will be educated to higher levels than ever betcre. The vehicle for occupaticnal certificatirn is achievement ct the U.S. Department of Labcr's SCANS (Secretary's Canmissirn ct Achieving Necessary Skills) five workplace ccrnpetencies, e.g. Resources, Interperscnal Skills, Infcrmation, Systems, and Technology
and the earning of Certificates ci Initial Mastery (CIM). An assessment system based en SCANS Kno.v-Ho.v and cumulative resume, which reports results, will be the permanent reard ct genuine student attainment of CIM and future employment. In addition, program canpletion in a cnosen oc:cupaticnal majcr will enatle students to receive advance university credit and ca,tinuatirn of the engineering er airway science c.areer track throogh associate ct science and baccalaureate degree programs. As yoo ca,sider the fine merits of this highly cdlaoorative magnet program, please keep in mind the thoosands ct students it will enable to gain state-of-the-art techndogic:al skills, enca.1rage to cootinue their education throogh Artirulaticn Agreements, and to fill key manufacturing and FAA jobs so vital to the future ct this nation to canpete in the wcrld market. Student Progression in the Aerospace Technology Magnet "Linking the Curricular Path to Work" Level I - Aerospace Education Center Grades 7-12 Engineering Technology or Airway Science & Professional Pilot Level II - Advanced & Specialized Training Southern Arkansas University TECH - Associate of Applied Science Degree and/or Advanced Certificates (one year after Associate Degree) - Aviation Maintenance UALR - Electronics Engineering Technology - Mechanical Engineering Technology Level Ill - Baccalaureate Programs UALR - Manufacturing Engineering - Computer Engineering Henderson State University - Aircraft Systems Management - Professional Pilot - Airway Science Management - Airway Computer Science Entry-Level Employment Support Analyst Quality Analyst CAD Operator Hazardous Material Specialist Technical Careers Associate Engineer Tool Designer Quality Technician Hazardous Material T earn Leader Professional Careers Production Engineer Manufacturing Engineer Liaison Engineer Design Engineer Quality Engineer Environmental Engineer Quality of Project Design The project includes the fdlowing topics: A Oveiview: The Aera
pace Techndogy Currirulum 1. Applied Science and Science Labcratcry 2. Applied Mathematics 3. Computer Technology and the Computer Tedmdogy Laboratcry 4. Fcreign Languages 5. Engineering Techndogy 6. Aviation 7. SCANS Know-HCJN 8. Work-Based and Werk-Site Leaming and Experience B. Aerospace Technology in Grades Seven and Eight (Junior High Level) 1. Content Knowledge in Mathematics 2. Content Knowledge in Science 3. Content l<nCJNledge in Canputer Techndogy 4. The Techndogy Lab 2000 Cunirulum Integration Center 5. Infcrmatioo and Guidance C Aerospace Technology in Grades Nine and Ten 1. Content KnCJNledge in Mathematics, Science, and Computer Technology 2. Content l<nCJNledge in Engineering Techndogy 3. The Techndogy Lab 2000: Scientific Literacy Center 4. Content Knowledge in Airway Science 5. Workplace Readiness and Industry/ Business Internships D. Instructiooal Approaches and Assessment of Student Performance 1. Leaming in Context 2. Product Develcpment Teams/Cooperative Leaming 3. The Pcrtfdio 4. Perfanance-Based Assessment E. Teacher and Student Organizatioo F. Flexible Scheduling G. The Aviatioo Museum Educatioo Department Docent Program 1. Courses d Instructioo 2. The Library 3. School Visitatioo Program 4. Planetarium 5. Imax Theater H. The Staff Training Plan 1 The Aviation Museum Educaticnal Reso..irce Center fer Teachers J. The Planning Canpcnent to Develcp Aerospace Techndogy Magnet Curriculum fer the High School K Bringing Students Fran Different Backgra.mds Together L. Staff Experience in and Knowledge ci Curriculum Development and Clesegregation Strategies M Addressing Educatiooal Needs Appropriate to Students Enrdled N. Parental ~sioo-Making and Involvement Each tcpic is described in detail after the overview to this secticn. A Overview What fdlows is a comprehensive summary ci the Aerospace Technology curridum As sho.vn in the crganizaticnal chart below, the Aerospace Techndogy Magnet is crganized into two occupational program majers of nine career tracks and an interrelated academic and techndogy core of requirements oonsisting of Applied Mathematics and Science, and Canputer Techndogy. The Aerospace Technology Curriculum Elective Elective Integration Core Integration Aviation Applied Engineering Airway Science Science Technology Airway Computer Manufacturing Engineering Science Applied Technology Airway Science Mathematics Management * * Electronics Engineering Aircraft Systems Computer Technology Management Technology Computer Engineering Aviation Maintenance Technology Professional Pilot Foreign Language Mechanical Engineering Technology 2 A structured sequence ci courses has been specifically designed fer each ci the three curricular canponents to enhance participants' prospects for immediate emplayment er continued education following high sch-ool graduation. All magnet students in grades seven through ten will participate in applied mathematics and science, and a::mputer technology roursework each year. This means that magnet students will take one mere year ct math and two more years of science than is required for high schod graduation. All magnet students have the optim of beginning f ereign language instructim in grade 7, 8, er 9 in me language ci their chace. This allOvVs for six years of coocentrated study ct a global language. Magnet students will select either the Aviatim er Engineering Techndogy Occupational Magnet program majer and a career track within the selected occupational area upm entering grade nine. The magnet student will then fdlOIN the specialized coorse sequence throogh grade 12, thereby rompleting the program in his/her cx:cupational program majer. The chart m the cpposite page ootlines the curriculum bf camprnents and grade levels fer the entire grade 7-12 aera
pace magnet. Grade 7-10 coorse sequences wi111 be implemented during the two year MSAP prqect period (1993-95). Grade 10 students will cootinue the curricular 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 particular application, theref er~ rourses intrcx:iuced during these two years will be desaibed in the Canmitment and Capacity section of this application. The magnet's articulated coorse sequences in Mathematics and Science, Aviation, and Engineering Techndogy are designed fer students to romplete in advance some requirements tOvVard receipt ct Federal Aviatirn Administration (FAA) certificates, and/ er Associate ct Applied Science or Bachelor ct Science degrees. 1. Applied Science and Science Labcrata:y Aerospace Science cootent will be presented in coonectirn with its applications in aviation/space, design and production technology, and environment protection. This will be accomplished throogh the recrganization ct the district's science curriculum and the aerrnpace science applications (refer to Appendix) to themes. Themes are ideas that integrate the crncepts of different scientific disciplines. Camecting the impcrtant science cmcepts between existing curriculum and aerospace science with science themes will improve students' al:ility to make more meaningful the relatiooships between science ccncepts and other related disciplines. Amrng the majer themes that will be used are thrne discussed in Science Fer All Americans: * Chapter 11, Common Themes, p. 155. See Appendix. 3 Systems Constancy Patterns ct Change Scale Model Evolution Table 1 represents a pattern fer a crntent matrix that will be filled in with crncepts and thematic ideas. Table 1 - A Pattern for a Content Matrix Grade 7 8 9 10 Physical Science General Science Earth Science Life Science Aerospace Science A vlatlorv Product Enviamar1al Space Engineering Issues Unifying Concepts Theme(s) Subconcepts The magnet's science teacher specialists will use the pattern fer a ccntent matrix to design the sccpe and sequence ct the Aerospace Science rurriculum (grades 7-8) Aerospace Biology (grade 9) Aerospace Physical Science (grade 10) in ccnjunction with the district's General Science and Biology curriculum. Building the matrix will require that magnet teacher specialists have a ccncentrated peticxi ct time free from teaching responsibilities. This application asks for curriculum writing time during the summers and after school hours to develop the matrix in collabcratioo with the universities and industry. Implementation of the matrix will be enhanced ~ student investigatioo and experimentatioo in a lalx>ratoty setting. This program also requires a science labcratcry at each magnet site for students to experience hands-oo activities keyed to the matrix. The lab:>ratcry will be set-up to indude scientific equipment and materials, fifteen ccrnputers and canputer interface ooxes, probeware, and software packages that will allo.v students to simulate experienres and use ccmputer utilities (spreadsheet, graphing programs, database, wcrd processing). The district is asking fer magnet program assistance to enable its tiack students and inccming white students to participate together in these specially-designed experiences. The lab will be staffed by a prtject-hired science teacher specialist who will be a member cf ooe of the magnet's Science/Math/TECH instructional teams. This instructiooal team will direct each ci its four teams of 30 magnet students in the labcratcry per the flexible schedule described oo page __ . To determine impcrtant aspects of lalxratory implementatioo major goals have been estaliished. These are student attainment cf: Manipulative and ccmmunicative skills to indude the manipulation of materials and equipment, and the collecticn/organizatioo/canmunication cf information fran labcratcry experiments and activities Ratiooal and creative thinking prcx:esses throogh observing and ca1ducting statistical procedures, through collecting, classifying, and measuring oqects
through indentifying and ccntrdling variables in ca1trolled experiments This goal invdves students in learning the scientific precesses cf observing, ccmmunicating, ccmparing, crganizing, relating, and applying. The district envisioos the follo.ving scenario as to ooe way magnet students will learn in the special science laooratory: The Aerospace science teacher specialist prC1vides an interactive video disc presentation describing gravity as fcrce. Because it is hooked to a ccmputer program, the infcrmatioo on the disk will be acressed in a variety cf ways (e.g., nm-linear). Throughout the viewing cf the video, students will disruss gravity and fcrmulate answers to fellow students' questions alx>ut gravity oo ether planets in our solar system. To prC1vide them with additiooal infcrmatioo, the stuaents will have acx:ess to 1) the Aerospace Educatioo Center films, 2) university programs, and 3) a variety d ether infcrmaticn sources availa}je through satellite canmunicatioos netwcrks. Werking in teams, students will use a variety d ccmputer programs to simulate gravity in various envircnments, logging infcrmation about each envircnment into a spreadsheet using the graphing functicn. They will use a werd processcr to reccrd and analyze their observatirns. Students will use teleccmmunicaticns sdtware to seek advice from a NASA scientist aoout findings fran their simulation studies and the relationship between these simulations and actual NASA expediticns. They will prepare a 1:rief video presentaticn, desaihng their experiences, to help other students understand gravity. The skills to implement videodisc instructicn and authcring programs will be taught in the Integrated Sdtware Applicaticns and Hypermedia canputer rourses. 2. Applied Mathematics As displayed in the Applied Mathematics box of the chart on page ---, all grade 7 magnet students will take Aera
pace :Mathematics. Beginning in grade 8, two course sequence routes are depicted: A Applied Mathematics I (8) Applied :Mathematics II (9) Descriptive Geometry (10) Technical Algetra (11) Quantitative Literacy fer Aerospace (12) ~ Technical Algebra I (8) Descriptive Geanetry (9) Technical Algetra II (10) Advanced Algebra/Trigonanetry (11) Calculus (12) Course sequence A was devised fer learners who have generally an eighth-grade, pre-algetra mathematics canpetency level. Course sequence B captures the student whose perfamance indicates readiness fer algel:ra in grade 8. Beth ca.trses ccntain required ccntent knowledge which is supplemented by engineering er aviation related skills and activities. The engineering and aviaticn applications have been developed with industry and university persrnnel, are relevant to careers emphasized in this program, and are linked to the Aerospace Science and occupational curriculum Coorse content is described en pages __ . 3. Computer Technology and the Computer Technology Laooratory Course ccntent in Integrated Sdtware Applicaticns, Logowriter Robotics, Hypercard/Hypermedia, J\eraspace Pre-CAD, and Hi-Tech Presentaticn will give students the background of knowledge and skills needed to be competent computer users in the Engineering Technology and Airway Science CCA.Jrsevvork
in the Technology Lab 2000
and at the worksite. Ccmputer CCA.Jrse content reflects a sequential program d skill development and task cornplexity involving the learning of sdtware applications, specific programs, and multimedia equipment. To implement the CCA.Jrsework, this magnet program requires a canputer laboratory at the individual magnet sites. Ccmputer coorsework will require ooe cornputer per student in a class. To accanodate the typical grade 7-10 class size, 30 ~dntosh LC Irs, 3 Laserwriter H's and 2 Imagwriter Ir s, Telecanmunications hardware/scttwar~ a Macintosh Quadra file server system, and Appletalk Network (Ethernet) hardware will be needed for each lab. All programs will be stored en the Quadra fileserver. Printers, the Quadra file server, and individual Macintosh computers will be crnnected together into a network system. Via the network, students will ac:ce$ and crntrd cootent, applications, and infamatioo in the areas d systems simulatioo, word processing, Lego LogQ rolxrtics, and puliishing. They will produce their own presentatioo material by importing soond, graphics, digitized phctographs to hypercard or laserdisc stacks d their own c:reatioo, and receive supporting visual imagery oo adjacent video menitors. The local network will allow teachers and students to share files, sdtwar~ and printers. In additioo, classrooms within the school, the foor magnet schools, and the museum will be tied in together to the Prgect Directcr's Office allowing for additional network services like electronic mail and database sharing that will be widely utilized for collaborative projects amoong the Aerospace Magnet Schools. Educational benefits of the Aerospace ~gnet Network include: Group document editing and management (student and teacher prgects). Screen sharing giving the Project Director and teacher the capal:ility to view any Macintosh monitor en the network. Central database fer sdtware documents, and aerospace magnet information. Calendaring fer magnet and museum events. Electronic Mail to speed up communicatioo and reduce paper. Hypermedia, Hi-Tech Presentatioo CCA.Jrse hardware requirements indude an Apple One Scanner, Apple CD 150, Videodisc Player, Mac:reccrders, Video recorders, Camccrders, Video Digitizer, Roster Opps Board, and speakers. This hardware will be erganized en teacher and student werkstations. The cornputer curriculum goals and objectives statements found en page ---, and project ootlines located in the appendix illustrate how students will apply knowledge/skills attained within the district and aerospace technology curriculum in multimedia, team projects. The lessoo design and project ootlines spell out the suqect area a:mcepts er skill extensioos, the sdtware program and applicatioo, student team activities, and product. Fer example, 7 students will use ccmputer applicatirns in spreadsheets to answer "What If?" questioos, to test hypctheses, and to ca,struct fa-mu las pertaining to mathematical and logical functirns. Students will express ideas via wcrd processing and create simulatioos ci varioos situatioos using hypercard. In progamming, students will produce output in text, graphics, and robct actioos. They will use numeric and variables, arithmetic operates, and design appropriate erra- tapping rootines. Instruction in the canputer coursewa-k and integrated curricular team projects will cane fran a Canputer Tedmdogy Specialist who will be a TECH member ci the Science/ Math/TECH lnstructa- Team Canputer Techndogy Specialists will use a single canputer with a large TV as a demoostratioo device. They will preplan lessons en the canputer and will reccrd the lessa, using the VCR The lessa, will be presented to students to actively invdve them in disrovery learning. Lesson segments may be replayed a- stepped as needed for discussicn and clarificaticn. Video benefits students' conceptual understanding ci mathematics and science applicaticns. Real object or events can be shown fran several angles, perspectives, a-ders ci magnification and pcints ci view, such as flipping and rctating shapes in geanetty. Video animation lessoos and canputer graphics will especially be used to introduce, explain, er reinfa-ce roncepts. Prier lessen planning using the canputer, TV screen, and VCR enable the teacher to better mcnita- and adjust the learning fa students and to give individualized help as needed during the lessoo. The canputer techndogy instructicnal schedule will consist cl eight, 50-60 minute periods that will interface with the magnet block "flexible" schedule ootlined on page ---. The romputer lal:xratrny will be cpened fa students to use befa-e schod and at lunch. After schod the romputer lab will be used fer parent education. The Macintosh Product Registry (September 1992) program descriptioos, (in crnsultatioo with expert users), was used to identify software utility programs. All software programs prier to purchase will be previewed by magnet teacher specialists in crnjunction with the Aera
pace Techndogy curriculum. Scitware evaluation forms specially-designed for this prqect will be ccmpleted to document curriculum relevance and prcblern-sdving capablities. 4. Fa-eign Language Japanese, Russian, German, French, and Spanish will be cifered beginning in grade 7. Currently, the rore curriculum for grades seven and eight does net emphasize foreign language. The high school currirulum requires 2 years of the same language The Aera
pace Techndogy Curriculum, thereto-~ is providing students with the cppatunity to start a modem language early to h,M,ulU1i:11\
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ec1an1es LRSD Occupational Areas of Focus Computer-Aided Design/Drafting Product Engineering Environmental Quality Assurance Job Descriptions Product Engineering Definition: The Implementation ot all phases of manufacturing product and tooling design, eost, detail production and operation plans, systems and procedureshnethods, quality a11urance methods, materials and process specificatlons, and problem resolution. Job Description: Production Engineers administer tool and manufacturing practices for a major project and/or product lines. At the technical level emphasis Is on design analysis, performance analysis, systems and procedures reviews, general problem investigation, and materials and prooen Investigations. At the entry lewl, efforts are directed to audit and control support. Entry-level Support Analyst Technlcal Associate Engineer Profelonal Produc:tlon Engineer Manufacturing Engineer Uaison Engineer Computer Aided Design Appllcationa Definition: Computer Aided Design applications include the use of advanced computer tools to create the unique geometry of the product as well u special tool use (CAE) to determine the adequacy of that design under specific oonditions. Job Description: CAD~AE Engineers utilize computerized workstations to create unique designs of or associated with product geometry. These staff members are usually skilled design engineers who create the product design In real time on the system. The position for this entry level effort Is related to copying or repeating existing product designs using this same workstation. The operator wiN also be trained In the use ol a CAE tool to perform analysis of design articln and gather critical design data. All of this work Is under the direction of senior design engineers and submitted to them for approval. Entry~evel CAD Operator Specialist Technical Protslonal Tool Designer Design Engineer Quality Asaurance Definition: The degree ot conformance by an Item to governing criteria specifications reflect company or contractual inspection requirements for specific materials, parts, or assemblies. Job Description: To provide manufacturing or engineering support tasks in accordance with customer, company, or government product quality specifications and requirements. Entry-MY91 Quality Analyst Environmental Technical Ouaity Technician ProfNelonal Quality Engineer Definition: Compliance with Federal, state, local, and company safety, health, and environmental regulations. Job Description: Environmental Engineers assist, In development of environmental protection programs and operations as well u enhancement of employee and management awareness of environmental needs and objectives. They provide llalson for organizational representatives to the community and Industry on environmental activities. Al the technical and entry level efforts are directed to plant-wide hazardous waste handling and associated documentation regarding transporting, storing, containment, cleanup and processing of hazardous wastes. Entylewl Technlcal Protelonal Hazardous Material Hazardous Environmental Specialist Material Team Engineer Leader enable them to achieve oral and written language fluency and proficiency aver a period ct six years. Magnet foreign language ctferings will be scheduled as part ct the eight class period day crntained within the block schedule An instructer pool will be created among the university magnet partners. This magnet's foreign language teachers will be selected from the pool. 5. Engineering Technology The Engineering Technology occupaticnal program majcr will prepare students for entry into tomorrONs manufacturing engineering environment and postsecnndary programs. As the diagram oo the opposite page illustrates, four demand manufacturing engineering areas and the entty level technical and prctessiooal career path have been identified in rollal:xration with state aera
pace industries: product engineering, CAD, Quality Assurance, and Envircnmental. Additonally, industry has defined job titles and respoosibilities. These are also stated in the diagram The University ct Arkansas at Little Rock (UALR) and Salthem Arkasas University TECH have aligned critical occupatioo needs with four engineering technology programs ct study - Mechanical, Manufacturing, Canputer, and Etectrooics. A ccmmcn a:re ct engineering technology courses which permeate these foor programs, and specialized courses pertinent to individual programs have been arranged into grade 9-12 rourse sequences. Students ccmpleting grade 9-12 coorse sequences with a grade ct C er better will receive up to 15 advance credits when crntinuing in one engineering technology program at UALR The Mechanical and Electronics Engineering Technology Programs are two or foor year programs fer which a student may earn either an Associate ct Science or Bachelor ct Science degree Manufacturing Engineering Technology and Computer Engineering Tedmotogy are four-year Baccalaureate programs. Be!ON is a sample f!ON chart based oo the Arkansas Plan for TECH PREP, 2+4+2+2 which displays the Engineering Technology grade 9-12 sequence. The entire course sequence is sho.vn here in relatioo to graduaticn requirements to facilitate canprehensicn of the entire program Pages --- describe crntent kn(M!Jedge fer grades 9 and 10 roursewerk. The Commitment and Capacity sectioo, page ---, explains rontent knowledge fer grades 11 and 12 coorse-vvcrk. Grades 9 10 11 12 The Engineering Technology Flow Chart Courses= 1 unit unless shown as .5 unit m = Aerospace Technology Magnet Academic Core Mechanical, Electronic, Manufacturing Eng. Tech. Math (m) Science (m) World History Intro. to Concurrent Engineering English Physical Ed. (.5) Health (.5) Math (m) Science (m) Computer-Aided Design (CAD) Applications or Government (.5) Manufacturing Eng. Tech. I or Global Studies (.5) Electronics Eng. Tech . ..CAD I English Workplace Readiness (.5) Fine Arts (.5) Math (m) Advanced CAD or Science (m) Manufacturing Eng. Tech. II or American History Electronics Eng. Tech . ..CAD II English Internship I Foreign Language (m) Math (m) Science (m) Fabrication Design Project or Applied Communica Manufacturing Design Project or tion (m) Mechanical Systems Design Project Foreign Language (m) Internship II Speech Elective Computer Eng. Tech. Intro. to Computer Science Computer-Aided De sign Applications Electronics Eng. Tech . ..CAD I Programming for Engineering Majors Arkansas State Board of Education standards for Accreditation (1984) state that students will take 3 units of sci ence and 2 units of mathematics or 3 units of mathematics and 2 units of science to meet high school graduation re quirements. ID There are three requirements with this coursewcrk: a) Students must take the engineering technology rourses related to their engineering program majcr, i.e. manufacturing, computer, mechanical, electrooics. b) Courses must be taken in the sequence shown oo the flow chart. c) Four units (years) each d mathematics and science are mandated fer attainment of Engineering Technology perfcrmance standards. This magnet will reflect current practices used in industry, including those d emerging technologies. These indude canputer numerical control (CNQ machinery, ccmputer-aided drafting and manufacturing(NCCAD/ NCCAM) software, tooling, robotics systems, printed circuit boad equipment, scanners, and plotters. The goal is fer students to werk in teams and experience real prcx.iuctioo, ooe which requires them to plan for, design, and produce a product, inccrpcrting the elements d quality and envirrnment protectioo. A netwcrked CAD labcratory d 30 Macintosh Quadras, three Laserwriter II printers, three plotters, and two scanners will be set-up in a specially-designed facility that also includes drafting tables with track drafting mechanisms. The manufacturing and electrrnics facilities will each house fifteen (15) netwcrked Macintosh Quadras, 2 Laserwriter printers, a scanner, and an integrated manufacturing cell of NC equipment and robotic systems with ccrnputer link-ups. Additional instructional materials and equipment requirements include industrial measuring instruments, pneumatic and hydraulic canpooents, and mechanisms trainers. Ccntent knowledge is described in the next sectioo. Engineering Technology instructcrs will cane fran the program's university partners, industry, the school district, and the Metropolitan Vocatirnal-Technical Education Center. These instructors will also be assigned to a Math/Science/TECH Instructer Team and will teach classes per the block schedule described on page ---. 6. Aviation The Aviation program majers will be implemented in collabcration with Hendersoo State University, Southern Arkansas University TECH, the Federal Aviaicn Administratioo, and Central Flying Service. There ae five artirulated, curricular paths depicted en page --- and delineated in the grade 9-12 flow chart shown oo the opposite page 1. 2. 3. 4. 5. The Aviation Flow Chart Program Major 9 10 11 12 Aviation General Aviation Powerplant Electric Circuit Powerplant Maintenance Machine Shop Theory & Analysis Systems and Technology Maintenance Components Airway Introduction to Programming Fortran/Cobol Assembler Computer Aeronautics + Language Language and Science lab Operating Systems Airway Science Introduction to Programming Aircraft Systems Air Traffic Control Aeronautics + Language Theory lab Aircaft Systems Introduction to Aircraft Systems Aircraft Aerodynamics + Aeronautics + Theory Powerplant Performance lab Theory Professional Introduction to Aircraft Systems Aircraft Private Pilot Pilot Aeronautics + Theory Powerplant Certification & lab Theory lab All students take the same math, science, cnnputer technology core as the Engineering Technology program students. Students ccntinue Aviatioo Maintenance curriailar path at Southern Arkansas University- TECH. Coursevvcrk for all other Airway Science and Professiooal Pilot program majcrs cc:ntinue at Hendersoo State University. All students will take a ooe year Aviatirn course regarding Aviation Safety I Legislati oo / Transportation. All students will have flight training ccnducted by certificated flight instructcrs under the guidelines ci Federal Aviatioo Regulatioos, parts 141 and 61. All Aviation coursevvork will be taught at the Museum ci Aviatirn Histaty by Southern Arkansas University TECH and Hendersoo State University instructcrs in cocrdination with Central Flying Service and the Federal Aviatioo Administratirn. lnstructcrs will share the same students as members c:i Math/Science/TECH Instructor teams. Students will receive advance credits from the two universities for canpleting the Aviatioo Magnet program. Cooditions and stipulations fer advance credit receipt are outlined in Articulatirn Agreements. 12 This program has an infcrmation and guidance component that will be implemented with industry, the universities, and the Aerospace Technology career counselcrs. Through a counseling team made-up d professionals fran each crganization, students will be advised d the eccnomic and educational benefits related to the engineering technology and aviation career path. This will enable students to make sound career decisions about which area to select as a program major. A six week, four hoor summer session will be held at the three magnet juniahigh sch<X>ls in 1994, and in all magnet sites in 1995. Any student attending the Aerospace Magnet site during the regular school year, incaning distict seventh graders to the magnet sites, and out-d-district white students will be targeted fcr Summer Sch<X>l enrollment. Summer magnet site enrollment will be within the 60 (black) - 40 (white) balanced range. Summer magnet enrollees will be required to sign an agreement concurring with attendance stipulatioos. 7. SCANS Know-Ho.v SCANS America 2000 ccmpetendes (as described oo pages 27-28) will be integrated across the Aerospace Technology curriculum and aligned with the Accountability System d measures and standards of performance fcr this magnet program. Students will learn the SCANS Know-How throughout mathematics, science, ccmputer, and occupatiooal content
and in the more specialized contexts d the technology laboratories and industry-based wcrk. Every student, therefcr~ will canplete the magnet junior high school with an introductirn to wcrkplace Know-How. By age 16, magnet students will attain initial mastery in the SCANS Kno.v-Ho.v and be sufficiently prdident upoo canpleticn d this magnet program in grade 12. The instructional strategy employed fer attaining prdidency is learning ccntent while solving realistic problems. Students and teachers will learn and apply knCM1ledge in real-life situatioos, for exampl~ by participating in this magnet's industry internship program Little Rock School District Aerospace Technology Magnet Program Prepared by Gail Quinn October 1992 Aerospace Technology Magnet Program Organization Stengthenlng the Knowledge of Academic Content and Marketable Technical Skills C A. Academic B. Work-Based C. Worksite D. Information & Instruction Learning Experience Guidance 0 M Applied Mathematics Occupation Specific Achievement of Advising Students of p Knowledge, Skills, Academic Occupational Applied Science Abilities Requirements Opportunities and Career Path at Three 0 Applied SCANS Workplace Achievement of Levels Communication Competencies Work-based Learning N Requirements Occupational Work Samples & Certification E Written Reports Airway Science & Engineering The Postsecondary N Technology Articulated Career Internships Path T Assessing Job Descriptions s Performance in the Workplace Absilad The Little Rock Schad District's Magnet Schools Assistance grant applicatirn presents a dynamic plan fer implementation of a grade 7-12 Aeraspace Techndogy Magnet Program in three (3) junior high schoos and the new Aerospace Educatirn Center. The Center comtines a museum of aviatirn histcry with a grade 7-12 Aeraspace Technology Schad rn a 19.8 acre tract at the Little Rock Regirnal Airpcrt adjacent to the main terminal, Falca, Jet, and Arkansas Aerospace. Collabcratively develcped with the Aerospace industries!> and Campaign Leadershipb>, frur universitiesc> and the U.S. [)epartment ct Educatirn Federal Aviatirn Administratirn (FAA), this magnet program targets the readying of students fer immediate employment and/ er pa
tsecondary education in either engineering technology er airway science. As illustrated belCMI, students are prCNided a wide range ct choices fer career develcpment in rne 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 Professirnal Pilot Majer Arkansas aerospace employers and the FAA have identified techndogical occupatirns and the skill base students need for future employment. LRSD has incorperated the skill base into a highly integrated program/ COJrse sequence cx:nsisting ct Academic Instructirn, Work-Based Leaming, Werksite Experience, and Information and Gui dance. All magnet students will take a a:mmrn academic are of sequenced coorses whim indude six years ct applied mathematics and science (mere than required for graduation) keyed to product engineering and flight/space roncepts, two a- more years ct a language significant to our global a:mpetitive marketplace sucn as Japanese er German
and Applied Canmunication. In a:mputer netwerked laboratcries, students will access and ca,trd oontent, applicatirns, and infa-matirn in the areas ct roootics, bio astronautics, systems simulatirn, CAD/CAM, publishing, werd processing, telec:cmmunicatirns, material science, and aerodynamics. Students will produce presentatirn material by importing srund, graphics, digitized photographs to hypercard er laserdisc stacks ct their o.vn creatirn. In Science, students will cx:nduct hands-on investigatirns, manipulate scientific instruments, and collect/ analyze data a) Arkansas Ae-ospac~ Rohr lrdustries, Falcon Jet, Midcoast, Cmtral Aying Savice b) Membership attached c) Universities of Arkansas at Little Rock and Pine Bluff, Hmderson State University, Southern Arkansas Unive-sity TECH. using the critical thinking skills ct cbservatioo, a:mmunicating, cnmparing, crdering, categorizing, relating, inferring, and applying. Specialized curria.lla related to each d the nine career q,tioos has been developed to meet OC0.1pation specific kno.vledge and emerging techndogy requirements. Students will be trained on the job through partidpatioo in industry and aitpcrt-based internship programs. All students will be educated to higher levels than ever betae. The vehicle for cx:c:upatiaial certificatia, is achievement d the U.S. Department of Lalxr's SCANS (Secretary's Canrnissioo a Achieving Necessary Skills) five workplace a:mpetendes, e.g. Resources, Interpersaial Skills, Infamation, Systems, and Technology
and the earning of Certificates d Initial Mastery (CIM). An assessment system based oo SCANS Kno.v-Ho.v and cumulative resume, which reports results, will be the permanent reccrd d genuine student attainment of CIM and future employment. In addition, program c:cmpletion in a dla
en occupatia,al maja will enal:ie students to receive advance university a-edit and ccntinuatia, of the engineering a airway science career track thrwgh ~cx:iate ci science and ba~aureate degree programs. ,A.s you a:nsider the fine merits a this highly cdlaoorative magnet progrcll1\ please keep in mind the thousands a students it will enable to gain state-of-the-art techndogical skills, encn.trage to ccntinue their education through Articulatia, Agreements, and to fill key manufacturing and FAA jobs so vital to the future d this nation to c:cmpete in the wald market. Student Progression in the Aerospace Technology Magnet "Linking the Curricular Path to Work" Level I - Aerospace Education Center Grades 7-12 Engineering Technology or Airway Science & Professional Pilot Level II - Advanced & Specialized Training Southern Arkansas University TECH - Associate of Applied Science Degree and/or Advanced Certificates (one year after .. Associate Degree) ....lili... - Aviation Maintenance ...,.. UALR - Electronics Engineering Technology - Mechanical Engineering Technology Level Ill - Baccalaureate Programs UALR - Manufacturing Engineering - Computer Engineering Henderson State University - Aircraft Systems Management - Professional Pilot - Airway Science Management - Airway Computer Science Entry-Level Employment Support Analyst Quality Analyst CAD Operator Hazardous Material Specialist Technical Careers Associate Engineer Tool Designer Quality Technician Hazardous Material T earn Leader Professional Careers Production Engineer Manufacturing Engineer Liaison Engineer Design Engineer Quality Engineer Environmental Engineer Quality of Project Design The project includes the fdlawing topics: A Overview: The Aera
pace Techndogy Curriculum 1. Applied Science and Science Lalxratay 2. Applied Mathematics 3. Computer Technology and the Computer Tedmdogy Laboratay 4. Fcreign Languages 5. Engineering Techndogy 6. Aviation 7. SCANS Know-HON 8. Work-Based and Werk-Site Leaming and Experience B. Aerospace Technology in Grades Seven and Eight (Junior High Level) 1. Content Knowledge in Mathematics 2. Content Knowledge in Science 3. Content Kna.vledge in Canputer Techndogy 4. The Techndogy Lab 2000 Curriculum Integration Center 5. Infcrmaticn and Guidance C Aerospace Technology in Grades Nine and Ten 1. Content KnONledge in Mathematics, Scien~ and Computer Technology 2. Content KnONledge in Engineering Techndogy 3. The Techndogy Lab 2000: Scientific Literacy Center 4. Content Knowledge in Airway Science 5. Workplace Readiness and Industry/Business Internships D. Instructicnal Approaches and ~essment a Student Performance 1. Leaming in Context 2. Prcxiuct Develcpment Teams/Cooperative Leaming 3. The Pcrtfdio 4. Perfananc:e-Based Assessment E. Teacher and Student Organizatia, F. Flexible Scheduling G. The Aviaticn Museum Educaticn Department Docent Program 1. Courses ci Instructicn 2. The Library 3. School Visitaticn Program 4. Planetarium 5. Imax Theater The Aerospace Technology Curriculum ----------. Applied Mathematica Aerospace Mathematics (7) Applied Mathematics I (8) Technical Algebra I (8) Applied Mathematics II (9) Descriptive Geometry (9) Descriptive Geometry (10 Technical Algebra II (11) Quantitative Literacy for Aerospace (12) Techlical Algebra II (10) Advanced Algebra/ Trigonometry (11) caJculus (12) Aviation Airway Science Intro. AeronauticsA.ab (9) or General Aviation (9) or Machine Shop Technology (9) Programming Language (10) or Aircraft Systems Theory (10) or Powerplant Theory & Maintenance (10) Powerplant Theory ( 11) or Electrical Circuit Analysis ( 11) Fortran.Cobol (11) or Aviation SafetyA.egislation/Air Transportation (11) Private Pilot CertA.ab (12) ' Powerplant Systems (12) or Air Traffic Control" (12) or Assembler Language & Operating Systems Internship I, II (11, 12) Aerodynamics & Performance (12) Classes will be
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.