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Pn,:sident Bill Lt.:wdlcn Pnsitlent-Uect Ector Johnson Ill i 'ice I'n-sU/enl Kay. C\\.\\lh Secn4arr Julia Sanc..lcrs Tn.asun'Y Emn 1 llall DIRECTORS I knJ'\\ Broath Jim Bro\\\\ nhd\u0026lt;l Bcnc:omh.s Greg Feltus Alex llani.s Ken llleb't'I Donllolbcrt A (j \\kbon Dr \\\\ .\\ Dolph Owing, Jorn \\\\ llill Ramsey \\\\ .t) nc Rupe Randall Spear eec,I Tennant S.:th \\\\ rd EX-OmCIO DIRECTORS I rJnk \\ lla1lcy Lc.,ghton Colhn.s lt.l) l 'hs  alhar, Gordon J L)nnlldm, Eddie llolland C ,ss Ho gr, \\\\ alham Sea\\\\cll Luac,n I f.l:lbc Charl, Taylo \\X lP\"itOn p \\\\ il~n Dr. Eugene Reville Metropolitan Supervisor c/o Judge Henry Woods United States Courthouse 600 West Capitol July 10, 1989 Little Rock, Arkansas 72201 Dear Dr. Reville: llN Arkansas Aviation Historical ~ociety P.O BOX 351 l LITfLF ROCK, ARK.\u0026gt;\\. \"SAS -2203 r501, i-s n,, Let tnl? take this 0pp:::::rtunity tc\n,c::lcorne you tu Arkansas! I am excited about the positive ideas you have brought forth for improving our school system. Recently, I was visiting with Skip Rutherford, who told me about his visit to several of the more unique schools you had conceived in Buffalo. Skip was particularly taken with the success you had achieved in placing schools in conjunction with established institutions serving the arts, sciences, and humanities. The concept of such institutions having a special relationship with public schools is fascinating to me. I would like to share with you a situation which, I feel, offers a similar partnership opportunity for the Little Rock School District. The Arkansas Aviation Historical Society has, for many years, worked toward the development of an Arkansas Museum of Aviation History. Arkansas has a rich heritage in aviation, and today aviation related industries are some of the largest employers in our state. The Society has collected and preserved much memorabilia related to the various phases of .?l.:vi3.ti:::::r. History, a,1d i.i::s members own many historic aircraft available for display. Here at Central Flying Service I am storing a restored Sopwith Camel, painted in the colors of a World War I ace from Gravette, Arkansas! Earlier this year, the Society commissioned a feasibility study, the results of which concluded that private support did exist to provide a significant portion of the cost necessary to build and maintain an aviation museum at Little Rock's Adams Field. In visiting with Skip, it became crystal-clear to me that a public school, built in conjunction with this museum, would be a tremendous asset to our community. At this point, the museum is in the planning stages. An architect has designed a beautiful, aesthetically pleasing building, which would greatly enhance the east side of Little Rock, and our school system. Dr. Eugene Reville July 10, 1989 Page 2 If Little Rock's east side is considered for the site of a new school, this could provide a tremendous opportunity for students. Not only is this an area of high minority concentration, but economically, it lags behind even other minority areas of Little Rock. Minorities are greatly under-represented in high-tech fields, and especially in aviation. To expose these children to the exciting field of aviation could offer a head start on a technical career almost impossible to prcvide ot::enlise. Certainly you have other possibilities to involve cultural and educational institutions with the public schools, but I feel that the timing of this opportunity is particularly fortuitous. If the plans for a school could be incorporated into our museum now, we have the advantage of designing the functions to work together smoothly. The existence of adequate transportation arteries, utilities, and other services near the main air terminal at Adams Field would offer a site difficult to duplicate elsewhere in east Little Rock. I believe that there could scarcely be a better opportunity to develop a public-private partnership to provide education for our children and inspiration for all. I want to extend an invitation for you to meet with the Aviation Museum Planning Committee to discuss these possibilities. The committee will be meeting at noon on the next two Fridays -- July 14 and July 21, at Central Flying Service's \"Flight Deck\" Restaurant. If one of these dates suits your schedule, please give me a call at 375-3245. Looking forward to hearing from you soon, I am Sincerely, RNH/mac Enclosure ~ - J_j 1 ~ /,'\" Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society OFFICERS Chainnan 0/7be Board l),ckllolh\u0026lt;:.t Pn-s1dent Bill Lcwclkn President-E/t..-c:t Ector Johnson Ill i \"ice Pn.\"Sidenl K\nty. ,l',\"th Secn.tary Julia Sandcr-. Tn.tlsun:r Fmma llall DIRECTORS !kn') Broach Jim Brn, ... nfld\u0026lt;l Ben Combs Grt:'~Ft:ltus A.k. I Ltnis Ken lhegd Don I lolht:n A.(,. \\klson Or\\\\ \\ Dolph\" 0\\\\,ng, John\\\\ Bill\" Rantsey \\\\ aync... Rupe.: Rtnd.111 Spear Cecil rc:nnant Seth\\X.m.1 EX-OfflCIO DIRECTORS Prank \\ llatley Lcghton Ccll1rs Ra\\ Fllis a~\nan (Jon.le n I Lynn I Iclms l'\u0026lt;k11e Holland C.mllnugh \\\\ Jli.am\n:t\\\\ di L..c1 \\I Tadl,1 Ch\nirles T.,ylor \\\\ inst= P \\\\ 11 Dr . Eugene Reville Metropolitan Supervisor c/o Judge Henry Woods United States Courthouse 600 West Capitol July 12, 1989 Little Rock , Arkansas 72201 Dear Dr . Reville : Arkansas Aviation Historical Society PO BOX 3511 UTIU'. RO\u0026lt; K A.RKA. ,As -220j (5011 375-12' Let me take this opportunity to welcome you to Arkansas! I am excited about the positive ideas you have brought forth for improving our school system . Recently , I was visiting with Skip Rutherford, who told me about his visit to several of the more unique schools you had conceived in Buffalo . Skip was particularly taken with the success you had achieved in placing schools in conjunction with established institutions serving the arts , sciences , and humanities . The concept of such institutions having a special relationship with public schools is fascinating to me . I would like to share with you a situation which, I feel , offers a similar partnership opportunity for the Little Rock School District . The Arkansas Aviation Historical Society has , for many years , worked toward the development of an Arkansas Museum of Aviation History . Arkansas has a rich heritage in aviation , and today aviation related industries are some of the largest employers in our state . The Society has collected and preserved much memorabilia related to the various phases of Aviation History , and its members own many historic aircraft available for d~splay . Here at Central Flying Service: am storing a restored Sopwith Camel, painted in the colors of a World War I ace from Gravette , Arkansas! Earlier this year, the Society commissioned a feasibility study , the results of which concluded that private support did exist to provide a significant portion of the cost necessary to build and maintain an aviation museum at Little Rock ' s Adams Field . In visiting with Skip, it became crystal-clear to me that a public school , built in conjunction with this museum, would be a tremendous asset to our community. At this point , the museum is in the planning stages . An architect has designed a beautiful , aesthetically pleasing building, which would greatly enhance the east side of Little Rock , and our school system. Dr. Eugene Reville July 12, 1989 Page 2 If Little Rock's east side is considered for the site of a new school, this could provide a tremendous opportunity for students. Not only is this an area of high minority concentration, but economically, it lags behind even other minority areas of Little Rock. Minorities are greatly under-represented in high-tech fields, and especially in aviation. To expose these children to the exciting field of aviation could offer a head start on a technical career almost impossible to provide otherwise. Certainly you have other possibilities to involve cultural and educational institutions with the public schools, but I feel that the timing of this opportunity is particularly fortuitous. If the plans for a school could be incorporated into our museum now, we have the advantage of designing the functions to work together smoothly. The existence of adequate transportation arteries, utilities, and other services near the main air terminal at Adams Field would offer a site difficult to duplicate elsewhere in east Little Rock. I believe that there could scarcely be a better opportunity to develop a public-private partnership to provide education for our children and inspiration for all. I want to extend an invitation for you to meet with the Aviation Museum Planning Committee to discuss these possibilities. The committee will be meeting at noon on the next two Fridays -- July 14 and July 21, at Central Flying Service's \"Flight Deck\" Restaurant. If one of these dates suits your schedule, please give me a call at 375-3245. Looking forward to hearing from you soon, I am RNH/mac Enclosure i:eiLij. Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society OFFICERS Cba,mum Of7bt Board rnck llolben Pn\u0026gt;su.111 Bill Ll,vt:llen Pn-sident-Flect Enor Johnson Ill \\ 'ice Pn.-sul\u0026lt;wt K1y. cwth S\u0026lt;\u0026lt;.n:tary Julia Sanders Trtt.L.'iun,r Enun.1 flail DIRECTORS I knry Broach Jim Bro\\\\ nf1cld BcnComh'.\\ C,rcg Feltus Akxllarris KcnlI1q~d Don llollx:n AG \\1d,on Dr \\X A Dolph O,\\ln!(, John \\\\ 11111 Ramsci \\\\ .t) ne Rupt.. Rand.Iii Spt..u u.'C.I r enrant SC\" \\\\an.I EX-oFFICIO DIRECTORS Frank A Bad,,y Leighton Collin., Ray llhs .1tl1.an (iordon J Linn I !elms Eddll I lollard (.as.~ llrugh \\\\ dham Sea\\\\ ell Wu\u0026lt;.n \\1 rulbc Charles Tl  \\\\ mston P \\X 1l'i0n Dr. Eugene Reville Metropolitan Supervisor c/o Judge Henry Woods United States Courthouse 600 West Capitol July 27, 1989 Arkansas Aviation Historical Society PO. BOX 3511 UTnF ROCK, ARKA'.\\'SAS ... 2203 a\nol) pi\n.32,s Little Rock, Arkansas 72201 Dear Dr. Reville: Thank you for taking the time to join the Aviation Museum Planning Committee at our meeting last Friday. We were encouraged by the possibilities discussed, and are hopeful that the ideas considered can reach fruition. I am intrigued by your idea of making a school located in conjunction with the Aviation Museum a magnet school. It has been my experience in the aviation industry that minorities are underrepresented not due to overt discrimination, but due to the lack of adequate opportunity to develop interests in aviation related professions at an early age. A magnet school at the Aviation Museum would plant the seeds of this interest, and, over a period of time, provide our growing industry with dedicated and skilled people to improve the quality of life for this part of Little Rock . We were delighted that you found merit in this idea, and wish to work with you to help make your mission successful. Please let me know if the Society, Central Flying Service, or I can be of assistance to you in any way. RNH/mac Sincerely, Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society OFFICERS O,amnan 0/7I)(' lloarc N overnber 1, 1989 D1tk I Ir lbcrt Arkansas AYiation Historical Society 511 JTT'.f R()(K ,\\lw\\ , -z2 \u0026gt; (t\nC 'f'~i ... 441 I klent h..1or John'SOn I \\.-,cc\u0026gt;/n'Sui\u0026lt;'lll I\\J\\ C\\\\th \"'~\"\"\",, J h ... ,.mdcrs 1rtil..\\llrt'1' Emnu ti.di DIRECTORS lleru rt .1\"-h J1r. Brm,111 I lkoC lire~ h:I , Alex fur Kl..- the gd OonHoJlxrt 8111 J..,Y,c.: 1kn \\ (, \\klS\u0026lt; n Dr \\\\ \\ I ~ \u0026gt;lph o,\\lngs J n \\\\ 11111 Ran\u0026gt;\"') \\\\ J\\nc Rupe H.in\u0026lt;iill pe r c ec1I t.ruuflt '\u0026gt;Cth \\\\ irl EX-OFFICIO DIRECTORS I rank \\ ltult') Le1gluo: C,,thn, H.I\\ f IL, th\n: l rJcn J l.)nr J-ll'lms Id, 1 Jlolland ( fi., Hough \\\\ lli:.un St l\\\\tll L nen .\\1 T 111la1. \u0026lt; .ark,T,I\\ \\\\ mston r \\\\ dson To: From: Re: Arkansas Aviation Museum Planning Committee and Community Leaders Bill Bowen The following individuals Jre participating in the special briefing on the Arkansas Museum of Aviation History and Aviation Magnet School Attending from the committee are: 1. Marion Burton 2. Dick Holbert 3. Ector R. \"Buddy'' Johnson, III 4. Fred Menz 5. Skip Rutherford 6. Lucien TaiUac Special Gue.,\nts arc: 1. Taylor Brown -- Fakon kt Corporation 2. Fred Darragh -- Darragh lnve..,tmcnts 3. Dennis Davis -- Arkansa, Modification Center 4. Herschel Friday -- Friday, Eldredge, and Clark 5. Ray Kemp -- Dillards 6. Sanford N. McDonnell -- Retired Chairman, McDonnell Douglas Corporation - St. Loui~ 7. Sharon Priest -- Vice Mayor of Little Rock 8. Eugene Reville -- Metropolitan Supervisor 9. Win Rockefeller -- Winrock Group, Ltd. 10. Robert Shults -- Shults, RaJ., and Kurns 11. Bill Terry -- Friday, Eldredge, and Clark 12. Charlie Taylor -- Real Estate - Investments 13. Buddy Villines -- Mayor of Little Rock AGENDA Briefing on Arl.imsa.s Museum of Aviation H::slory and propo\u0026lt;.\ned A \"iation l\\Jagn,et School Noven:b~r 1, 1989 - 10:30 a.m. h1~ Co:nn~rdal Building Mr. Bill Bowen, Presiding Dick Holbert - Overview of .A.rk\n-\nn~:.,, ,\\viation Historical Society  Museum Plar.  Campai 1n Goal  Chalknge Grant Skip Rutherford- Ccucept of Aviatiu11 i\\.1agnet School  Spe..:iali:u.d ted11 it.,tl c,J,.\n.:,t.\non for central Arkansas young people.  Develops Puhli1\nl,iv~, r :11! t:rship in solving educational probh.:11,s in om cn.1111tuni y.  Showcases excdlt-H ... .:\nof p,1b'i.: schools Bill Bowen - Summary of Pubt:..::1P1 ivatc p 1n.,1er:-..tiip  Aviation largest Ir 1pl,\u0026gt;yt:r in 1:t 11r.1l Arkansas (if Lillk Rock Air Iorce Base includ\"d)\n3rd l,trgest priv.itt: en1ployer in central Arkansas, offt\nii,~ r.h ,e opportunities for partnership with schools  Specialized eel r tion in 1e--!11:ic,tl skills will provide pool of killed worke, , lu\\\u0026gt;.tng avi,ui 111 in IL1. try and other technology companies to xpa.: d in central Arkansas  Economic \u0026lt;L l\"lopmcnl tJ nefit lur region would reach beyond aviation industry  Po Vive \"lit t i1 ,pre ,-.ion\" and l.isting im..ige for community since airpo:-1 :s :he g L:w,1.  n Little Rock for most visitors  Twei,t\nt,vc .. viati m i11du tri. .. :. statewide OFFICERS Cba1rma11 0/7be Board Dick Holbert Prestde,11 Ector John.son Ill i,ce Prestdem Kar ev.th S.Cretary Julia Sanders Treasurer Emma Hall DIRECTORS Heruy Broach Jun Brownfield Ben Combs Greg Feltus Alex Hams Ken Biegel Don Holbert Bill Lewellen AG. Mdson Dr, W.A \"Dolph\" Owmgs John W \"Bill\" Ramsey \\\\ayne Rupe Cecil Tennam EX-4ff!CIO DIRECTORS Frank A Bailey Leighton Colhns Ray Elles !\\athan Gordon J Lynn Helms Eddie Holland Cass Hough Wilham Seawell Lucien M Taillac Charles Taylor \\\\'tnSlon P Wilson January 18, 1990 Dr. Ruth Steele Superintendent Little Rock School District 810 West Markham Little Rock, Arkansas 72202 Dear Dr. Steele: Arkansas Aviation Historical Society P.O. BOX 3Sll UTI1.E ROCK. ARKA!\u0026lt;SAS 72203 \\501) 37S-32\u0026lt;S JAN 1 9 ,r.'' 1 Thank you for the opportunity to meet with you last Thursday, along with Dr. Herb Cleek, Mr. Chip Jones, and Mr. James Jennings. The Arkansas Aviation Historical Society is l0oking forward to the series of productive discussions that will result in the construction of the Aerospace Magnet School and Arkansas Museum of Aviation History. I enjoyed presenting the overview of the planning and development progress of the aviation museum. However, we recognize that Mr. Burton's examples of benefits to the children that will be educated at the Aerospace School, and the economic impact for Arkansas thru their job placement, are the primary enhancements of the museum and school partnership. Arkansas' rapidly expanding aviation industry will provide the foundation for this unique educational opportunity to flourish. But the real winners in the venture will be the students, especially the minority students who aspire for the career opportunities that will be available through the curriculum available at the school. As we discussed, the aviation school will be funded by a capital campaign effort, that will include corporate, individual, and foundation monies. Currently, the leadership for the campaign is being recruited and it is our plan to implement the fundraising program once a site is determined. I also appreciate your considerations of naming opportunities of the school, including the building, auditorium, library, and other areas that can be presented to a potential contributor. It is timely for you to proceed with a letter to Mr. James Rodgers, manager of the Little Rock Airport, requesting the Airport Commission to begin exploring site possibilities for the Museum/ Magnet School. I will be pleased to discuss the points that should be included in this written request. Since a fair amount of preliminary work will need to be done by the commission's engineers, and architects, stating a site at or near Adams Field, providing the acreage requirement, should enable them to begin studies. Dr. Ruth Steele January 18, 1990 Page Two We are looking forward to meeting with you and other Little Rock School District representatives in implementing the Aerospace Magnet School and Arkansas Museum of Aviation History. As I suggested, Dr. Linda Beene, Executive Director of the Board of Private Career Education would be an excellent participant in the committee that is to be formed between our organizations. Please let me know of any immediate assistance I may provide and when the committees will be organized for continued discussions. As a lifelong part.i.cipant in the aviation industry, J fP.-=l that this museum/school partnership is a rare opportunity to enrich the lives of thousands of students while building a better future for our school system, our industry, and our community as a whole. I eagerly await our progress on this matter. Please do not hesitate to call on me if I can provide any assistance. RNH/mac / cc Eugene Reville Sincerely, Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society OfflCERS Cbamnan 0/7be Board Dick Holbert Ector John.son 111 \\'fee Preside,11 Kay1'tcwth Secretary Julia Sander, Treasun,r Emmal!all DIRECTORS Henry Broach Jim Brownfield BenComhs Greg Fdru, Alex Hams Ken lliegel DonHolhert Bill Lewellen AG.Melson Dr \\\\ .A. \"Dolph\" Owings John W \"Bill\" Ramsey Wayne Rupe Cecil Tennan1 EX-c\u0026gt;FFICIO DIRECTORS Frank A Bailey Leighton Collins Ray Elli, 1'athan Gordon J. Lynn lldms F.ddie Holland Cass Hough William Seawell Lucien M Taillac Owies Taylor Winston P Wilson - MEMORANDUM February 23, 1990 e - e Arkansas Aviation Historical Society PO BOX 3511 urn.E ROCK. ARKA-'SA5 72203 (501) 375-3245 To: From: RE: Eugene Reville Richard N. Holbert, Chairman Museum Planning Committee Summary of issues concerning the Aerospace Magnet School and its relation to the Arkansas Museum of Aviation History. The following is provided to assist you in keeping up to date on the ideas, plans and issues which have been under consideration over the past several months concerning the concept of the Aerospace Magnet School being in conjunction with the Aviation Museum. We consider the timing of this opportunity to be most fortunate for both the Arkansas Aviation Historical Society and our school system. This Public/Private partnership will be a striking example of the progress made in education in our community, and will serve as an example of how the resources of private organizations and of individual industries can be utilized in enhancing the quality of life for our community through increased opportunities for young persons. The statements herein do not mean to imply that the Aviation Museum Planning Committee has made any final determinations on the issues under consideration. However, we have spent a considerable amount of time working toward this end, and wished to share this information with you. It is our hope that the work we have been able to accomplish to date will assist in expediting the construction and implementation of the School/Museum so that we may meet the goal of completion by the 1991- 92 school year. ~ Presuming that the facility will be located on property owned by the City of Little Rock and administered by the Little Rock Airport Commission, we will work with the Commission to locate a site suitable to both the Arkansas A via ti on Historical Society and the Little Rock School District. Ownership of Facility Ownership of the Museum portions of the building will be by the Society, and the school portion will be by the School District. Common areas, such as library, auditorium, and laboratory facilities, will be primarily utilized by students, and will be owned by the School District. Other common areas, such as the atrium, will be a part of the Museum, but available for school functions in coordination with activities of both entities. Architectural Plan of Museum/School The AAHS has retained Mr. Tim Heiple, AIA, of Nathaniel Curtis-Riddick-Heiple to design the Museum. Enclosed is a rendering of the facility he has envisioned. Obviously, this proposed plan was made prior to Mr. Reville's proposal that the school serve grades 7 through 12. Final plans will require planning for both the various grades, curriculum and site location. In order to provide for efficiency of both functions, it will be necessary that all architects and engineers involved with the project closely coordinate their work. Project Costs The AAHS has established a goal of $4.5 million to construct and furnish the museum. This figure would include the $1.5 million challenge grant provided for in Act 716 of 1989, which was placed in Category \"B\" in the Revenue Stabilization Act. Our plan is to request from the Governor release of funds for the project when we have raised the $1.5 million match in private funds. If funding is not readily available, we will request that the appropriation be passed again in 1991, and placed in Category \"A\" so that the grant can be disbursed on or after July 1, 1991. The AAHS has retained Catherine Johnson and Associates of Little Rock as fundraising counsel on this project. Mrs. Johnson has worked with the Museum Planning Committee for several months, and we have every confidence in her ability to devise a successful plan to meet our project goals. Museum Fundin~ Plan The capital campaign of the Arkansas Museum of Aviation History, will conduct an aggressive, broad base funding effort. The sources of support have been defined by the leadership chart which include national corporations, aviation industries, Arkansas businesses, corporations, philanthropic leaders, and foundations. Additionally the aviation organizations in the state, which include the Arkansas Pilot Association, the Aero Club, 99er's, Confederate Air Force, and others, consist of membership in the thousands, which will provide the museum support at the grass roots level. The planning committee is currently finalizing the recruitment of the most viable committed leadership to raise the $3 million needed to complete the museum facility and exhibits. Earlier work has begun in the foundation area of the campaign. Once the site hus been deterr.nined the c~unpaign will proceed with the solicitation of prospective contributors, both in Arkansas and nationally. It has been determined that 12 to 18 months will be required to complete the capital effort. Operational Support It has been determined that approximate $500,000 annually will be needed to operate the Arkansas Museum of Aviation History. One fortunate aspect of the museum is that it will open with a support group in place. The Arkansas Aviation Historical Society, has over 300 members state wide, that have sponsored annually the Arkansas Aviation Hall of Fame banquet, and other fundraising activities. An annual development plan will be implemented upon the dedication of the museum. This will include an Aviators's Club, memberships, lectures by and receptions honoring persons significant to aviation, air shows, aviation auctions, and other fundraising activities. The earned income of admissions and gift shop sales will provide the balance of annual support needed. Discussions has been included in the capital campaign to provide for a permanent endowment that will be utilized for maintenance and operation of the museum. This endowment will also be included in long range funding activities, such as planned giving, which includes estates, trusts, and insurance beneficiaries. Campaign Leadership At this time, the Museum Planning Committee has begun recruitment of key leadership to assist on the campaign. Several of the persons who have already agreed to assist us are: J. Dan Baker Founder and President of Avis Rent-A-Car of Arkansas, Mr. Baker was manager of Delta Air Lines operations in Little Rock for thirteen years. An active pilot since 1953, logging over 5,000 hours, he served as President of the Arkansas Pilots Association in 1969, and distinguished his home state that same year by winning the National Pilot Proficiency Award, signifying the top private aviator in the United States. In additional to community service work in Arkansas, including volunteering as a pilot to fly celebrities and dignitaries to fundraising events in our state, Mr. Baker is a founding member and former Commander of the \"Flying Fez,\" an organization of Shriners who fly children to Shrine orthopedic hospitals and bum centers across the country. J.W. \"Buddy\" Benafield Bio Pending Wayne Bennett Mr. Bennett, a former U.S. Air Force fighter pilot during W.W. II has remained an active pilot today. He flies to and from the farm in Jefferson county on a daily basis. He is president of J.O. Bennett and Sons, Inc., a family owned farming operation in Lonoke and Jefferson counties, chairman of the board of First State Bank in Lonoke and past president of the Arkansas and the American Soybean Associations. He serves as a national director of the Child Welfare League, a state director of the Florence Crittenton Home and as a director of the Crittenton Mission Board established by Congress. He is also a director of the Arkansas State Building Services. He is active in the Lonoke Methodist Church and served on the local school board for 22 years. Henry Broach Mr. Broach is a former US Air Force pilot, as well as a former pilot with the renowned and historic 154th Tactical Reconnaissance Squadron, Arkansas Air ational Guard. During his thirty year career as a commodity broker with Merrill, Lynch, Pierce, Fenner and Smith, where he serves as a vice president, he has remained active in business aviation and recreational flying. He and his wife, Joy, currently fly their beautifully restored Beech T-34A, the plane he first soloed in 1957 as a pilot trainee in the US Air Force. In addition to his interest in aviation, he is a student of Arkansas History, and is currently serving as President of the Board of Directors, of the Old State Hou e Mu eum Associates. Other community interest include an active role in the leadership of his parish, St. Mark Episcopal Church, as well as the Episcopal Diocese of Arkansas. F. Taylor Brown Retiring from the U. S. Navy as an Admiral, Mr. Brown has served as Senior Vice President of Falcon Jet Corporation in Little Rock for the past ten years. Falcon Jet completes the interiors and other components of the Falcon 100, 200, 50, and 900 jet aircraft manufactured by its parent company, Avions Marcel Dassault Brequet in Bordeaux, France. Along with Mr. Davis, Mr. Brown will be active in seeking assistance from the aviation industry for the project. Marion Burton Mr. Burton, a prominent Little Rock attorney, is also an accomplished pilot. A former Naval aviator, he served as commanding officer of a Naval Air Reserve squadron in Memphis prior to retiring from the Navy Reserve with the rank of Captain. The holder of world speed records in the Falcon Jet 20, Mr. Burton served as personal pilot to the late Governor Winthrop Rockefeller. Mr. Burton serves as Co-Trustee of the Winthrop Rockefeller Charitable Trust, and is active in many civic affairs, including his service on the Museum Planning Committee. David Clark Founder and President of Little Rock based Air Traffic Services Corporation, a firm involved in leasing of transport category aircraft, aircraft parts and sales, and property development, Mr. Clark relocated from Michigan to Arkansas in 1983. He is co-owner and president of Air Transport International, Inc. and All Cargo Air Carrier, and is a partner in GATX/Air Log Company, the only entity other than The Boeing Company currently authorized by the FAA to convert Boeing 747 aircraft from passenger to freighter configuration. Mr. Clark's non-aviation interests include the breeding and racing of thoroughbred horses at his Iron Horse Farm in Perryville and is a member of the Board of Trustees of Arkansas Children's Hospital. Dennis Davis Mr. Davis is Presid ent of Arkansas Modification Center, one of the largest aviation industries in our state. Serving a worldwide clientele, AMC designs and constructs custom interiors and avionics for corporate and private jets. Part of a management team which purchased AMC in 1984, Mr. Davis and his partners merged their company with British Aerospace Corporation in 1988. David Eldridge Moving to Arkansas in 1988 to become Director of Economic Development for Arkansas Power \u0026amp; Light Company, Mr. Eldridge had a distinguished career in industrial recruitment in the states of North Carolina and South Carolina prior to joining A.P.\u0026amp;L. A native of Michigan, Mr. Eldridge was an executive with B. F. Goodrich Corporation prior to working in the state industrial development profession. He will assist the campaign in seeking assistance from national and international corporations. Herschel H. Friday Senior partner of one the largest and most prestigious law firms in Arkansas, Mr. Friday is certainly one of the most distinguished attorneys in our state's history. He has received innumerable honors within the legal profession, and has been honored by many civic organizations across Arkansas for his countless volunteer activities. In addition to his other activities, Mr. Friday has long been a private pilot. Charles Harper A native of Little Rock, Mr. Harper has been an active pilot since 1942, serving as a Naval Aviator on carriers in the South Pacific during World War II. In November, 1945 he returned to Little Rock and worked for W. M. Apple \u0026amp; Company, a property and casualty general insurance agency. He was recalled to active duty by the Navy in 1950 and spent an additional two years as a carrier pilot. Mr. Harper joined Rebsamen Insurance in 1954, and was promoted to his present position as President in 1971. He is currently a board member of the United Way, the Foundation Board of CARTI, the Quapaw Area Council of the Boy Scouts of America, the Arkansas Tennis Patrons Association and the Florence Crittenton Home. Richard N. Holbert Mr. Holbert is President of Central Flying Service, Arkansas' oldest fixed base aviation operation. Founded in 1939 by Mr. Holbert's father, Claud Holbert, Central offers complete aircraft service, sales, charter, and flight instruction. Its customers have included Air Force One and the Concorde. Mr. Holbert was a founder of the Arkansas Aviation Historical Society, and currently serves that organization as Chairman of the Board. Ector R. \"Buddy\" Johnson, III Mr. Johnson is an attorney and a senior vice president of Worthen Bank \u0026amp; Trust Company, heading the trust division. Before joining the bank, Mr. Johnson was a partner in the law firm of Hamilton, Mackey\n\u0026amp; Johnson. He is past chairman of the Arkansas Bar Association Committee on Aviation Law and a member of the Experimental Aircraft Association. As a avid private pilot, Mr. Johnson has over the years owned and restored a number of antique and military aircraft. Ray Kemp Bio Pending Fred Menz Recently retiring as an executive with Merrill Lynch, Pierce, Fenner \u0026amp; Smith, Mr. Menz is an active member of the Museum Planning Committee. Mr. Menz was a military pilot during World War II, flying C-47s. Winthrop P. Rockefeller Winthrop P. Rockefeller, son of the late Winthrop Rockefeller, is chairman of the board and chief executive officer of Winrock Farms, Inc. He is past president of The Arkansas Cattlemen's Association, and is presently serving as president and chairman of the International Billfish Research and Conservation Foundation, and president and chairman of the Tactical Re ponse Association Foundation. He has served as a Commissioner on the Arkansas State Police Commission since 1981. He is very experienced aircraft owner/operator with extensive use of business aircraft and is a owner/operator of several executive airplanes, including a Lear Jet. James L. \"Skip\" Rutherford A native of Batesville, Mr. Rutherford is Senior Vice President of Arkansas Louisiana Gas Company and currently serves as President of the Little Rock School Board. Long active in Arkansas politics, he served as director of the Little Rock office of Senator David Pryor, and founded the Political Animals Club, a bipartisan organization of political aficionados. Until his election as School Board President, Mr. Rutherford was Chairman of the Arkansas Democratic Party. Lucien M. Taillac A native of New Orleans, Mr. Taillac flew B-17s in Italy during World War II, and returned home to the Crescent City after the war, joining Delta Airlines. Later, he sold Aero Commanders for Trans Air Corporation, a job that brought him to Little Rock in 1965, when he became the President of Little Rock Airmotive. At Airmotive, he began customizing business aircraft, especially such jets as the Falcon. Airmotive grew and modified Falcons for another Arkansas aviation innovator, Fred Smith of Federal Express. In 1973, FedEx purchased Little Rock Airmotive, but Taillac and his partners Roland Corriveau, Edwin Hendon, and Richard Copeland stayed on until the company moved to Memphis. Deciding to strike out on their own, Taillac, Corriveau, Hendon, and Copeland started Arkansas Modification Center with seven employees, a contract to work on one plane, and no facilities. Now, sixteen years later, AMC has over 300 employees and is a subsidiary of British Aerospace Corporation. Mr. Taillac sold AMC to two Little Rock businessmen in 1984. Now retired, he is a member of the Arkansas Aviation Hall of Fame and is an active member of the Museum Planning Committee. Identifiable Benefits to Students of Museum/School Partnership We feel that this partnership offers a winning situation for all parties involved. The opportunity for students to interact with various facets of the aviation industry, while gaining superior skills in science and math, will serve our entire community. The seeds of a better life for these students - and our entire community - will be planted here. Minorities, which will comprise at least half of the student body, will have opportunities for jobs in high technology fields which have been difficult for them to attain in the past. Certainly, we in the aviation industry are especially mindful of the need for qualified, skilled persons as we see the advances in our field. The best way to provide for the human resources which will keep Arkansas' aviation industry competitive in the next century is to make the investment of our time and resources now. We envision particular school curricula sponsored by specific companies or by industry groups. Special lectures and guest instructors will enhance the curriculum, and the school should have many chances for industry representatives to offer resources that will more vividly illustrate the course of study. The opportunities for field trips to interesting locations, including some out of state, will be tremendous. Vocational opportunities for part-time and summer employment of the high school age students can manifest in permanent jobs in the future. While many young people will see their paths leading toward higher education, the curriculum will not be limited to the college bound student. Vocational training will prepare other students for careers in aircraft maintenance, avionics, electronics, and other technical fields. Mutual benefits will accrue when students are involved in restoration of historical aircraft for display in the Museum. Through their study of these historic plane, students can understand the thought processes of the aeronautical pioneers of yesteryear, beginning with the Wright Brothers, following their logic as they solved the engineering problems that made powered flight a reality. Obviously, world history, American history, and Arkansas history can come alive when augmented by the resources of the Museum. Studying World War I, for example, will have added significance as students learn about the exploits of Captain Field E. Kindley, a flying ace from Gravette, Arkansas. Benefits to the Greater Little Rock Community As A Whole The final consideration to the success of this partnership is the effect on our community as a whole. For over thirty years, Little Rock has sought to escape the stigma of 1957. We feel that positive attention to local efforts - especially those of the private sector - to solve our own problems will create a new image of our community. We envision this facility as the symbol of Little Rock's commitment to end this crisis and provide quality education for all our children - education with real opportunities in real jobs for the future. Citizens of Pulaski County, and indeed the entire State of Arkansas, will be able to take special pride in this unique partnership. The museum will provide a beacon for those interested in history and aviation to learn more about the people from our state who contributed so much to this vital industry and to the defense of our nation. These great men and women are excellent role models for our youth, and their courage and determination to succeed against many obstacles will provide examples which can inspire disadvantaged youth to start believing that they can reach their dreams. Aviation is largest employer in Pulaski County. It is especially fitting that our industry lead the way for participation by other private sector groups in \"Partnership Schools\" such as proposed herein. This project will create a living partnership for economic growth, which can blossom into an economic base to serve our region well into the next century. It is not enough that aviation is the largest employer in our area. We must build upon this foundation so that Pulaski County will be an aerospace equivalent of the Silicon Valley or the Research Triangle. We look forward to working you on implementation of this project. For Immediate Release January 3, 1990 Dick Holbert - 375-3245 Aviation Group Applauds Aerospace Partnership School and Air Museum The Arkans:!s Aviation Historical Society enthusiastically welcomes the opportunity to work with school officials to make the Aerospace Magnet School proposed by Metropolitan Supervisor Eugene Reville a success, Society Chairman Dick Holbert said Wednesday following Reville's announcement. The school, which will serve students in grades 7 through ~2,\n., 1, .. vf,V~'-'~ u.\n~ ..\n1::~ .. :(!i...,u .. ~C.L :\u0026gt;1dgf1-l .\n_! .. ..\nvl ~I '4 !\\:,~al~(,\" 11Ccl.1 iln::: Lit.L1C RV\\,\nk. Rce,~v,i\u0026lt;.I.J Airport, to be built in conjunction with the Arkansas Museum of Aviation History. The Museum would have an area of approximately 80,000 square feet, and would house the Arkansas Aviation Hall of Fame, honoring Arkansans who have made significant contributions in the aerospace field. It would preserve aviation history through restoration and permanent exhibit of approximately 40 aircraft having specific importance and connection to Arkansas, consolidation of the resources of the various aviation organizations within Arkansas, and preservation of aviation-related artifacts and collections. Act 716 of 1989, passed by the Arkansas General Assembly and signed by Governor Clinton, authorized a $1.5 million challenge grant toward construction of the Museum. Through this ambitious project, the Society and the aviation indu.\ntries of Arkansas will join in a partnership with our three school districts to improve the educational opportunities for our youth. This partnership will benefit our young people, Arkansas' aviation industry and the community as a whole. \"The school could serve as a model for schools across Arkansas, with advanced curriculum in engineering, science and math, Holbert said, adding that \"Fortune 500 company representatives could tour this facility as an example of the educational excellence that Arkansas is achieving.\" \"Besides providing educational excellence for young people,\" Holbert continued, \"the museu111/sd1oui viouli\nprovio~ a posicive rirst impressbn' tor visitors to i..ime l:\u0026lt;.ock tnrough its proximity to Adams Field, enhancing the image of the airport and the entire community. Additionally, it would serve as an attraction to entertain and inform commuters, offering exhibits which would leave a positive perception of our City, and creating a boon for economic devdopment efforts.\" The real dividends of this commitment will return to our community in many ways as we prepare to move our economy into the next century. The preparation for advanced skills provided by the Aerospace Magnet School would be a necessity for our students to compete i,1 the high technology world of the 21st Century. \"While American dominance in many areas of technology is being challenged by competing nations, we continue to be the world's leader in aviation. The innovation of such companies as Arkansas Modification Center and Falcon Jet has resulted in continued investment from abroad in both firms,\" Holbert said. \"The aviation industry base in Arkansas will continue to expand as we provide educated persons to fill their needs for qualified employees,\" Holbert continued, adding, \"The immediate payback of the private sector's investment into ~e proposed aerospace school/museum will be a strengthening of our economic base that will benefit every sector of our economy.\" Holbert cited the educational advantages, stating that: \"Often math and science are taught in a theoretical manner, causing some young people to lose interest in the practical application of these skills. Being constantly surrounded with tangible reminders of the benefits of technology - the aircraft and memorabilia of the Arkansas Museum of Aviation History - can cause these students to have a revitalized interest in the concrete results of scientific effort. Science and engineering curricula would lend itself to exploring these applications, and the aircraft and other displays in the Museum would provide \"hands-on\" opportunities for students to relate to the engineering problems (and solutions) faced by aeronautical engineers of yesteryear.\" The Aerospace Magnet School could offer introductory courc\nes in aviation mainten:mcr!, air traffic control, and avionics, and would be eligible for an Air Force ROTC program and/or a Civil Air Patrol Cadet program. Students 16 and older could apply their private pilot license toward class credit, and would be eligible for employment with local aviation industries, both for part time and summer jobs. By serving young people in both the junior high and senior high levels, the school can offer long-term commitment to these programs. Holbert, who is President of Central Flying Service in Little Rock, emphasized the importance of offering students an opportunity to prepare for the jobs of tomorrow,. \"We feel that this will be the first of many successful Partnership Schools, offering not only an introduction for students to the aerospace industry, but a firm foundation in pre-engineering, science and math for college-bound students.\" \"In addition to the tremendous educational benefits, this project will provide an example of the 'can-do' spirit which can inspire our entire community,\" Holbert said. \"The benefits will be far beyond the school system, and through an enhanced image for our entire community, we can overcome the problems and resultant negative image of the last thirty years to enjoy an improved economy and quality of life for all citizens,\" he added. Encouraging the creation of other such cooperative ventures, Holbert concluded by stating, \"We.pledge the support of our industry to make this bold project a success, one which can be emulated by other business groups as we develop public/private partnerships to create new educational opportunities in the 1990's.\" Other members of the Aviation Museum Planning Committee are William H. Bowen, Chairman of First Commercial Bank, Marion Burton, Administrator of the Winthrop Rockefeller Trust, Lucien Taillac, retired founder of Arkansas Modification Center, Ector R. \"Buddy\" Johnson, Vice President of the Trust Division of Worthen Bank \u0026amp; Trust Company, Bill Lewellen of Rebsamen Insurance, Fred Menz, retired executive of Merrill Lynch, Tim Heiple, President of Nathaniel Curtis-Riddick-Heiple, and Henry Broach, Vice President of Merrill Lynch. ##### Arkansas Aviation Historical Society P. 0. Box 3511 Utile Rock, Arkansas 72203 / (501)372-3245 March 1@, 1990 Richard N. Holbert Chatrman of the Board Mr. Sanford N. McDonnell Chairman Emeritus McDonnell-Douglas Corporation P.O. Box 516 St. Louis, Missouri 63116 Dear Mr. McDonnell: RECEIVE.D MAR 1 6 1990 CiiUCI DI fflltl'D~IIUtll Sapll'YIHP It was a unique honor this past year to have you as an inductee into the Arkansas Aviation Hall of Fame. Last year's ainner was, by far, the best-attended Hall of Fame Banquet we have ever had. Your remarks were appreciated by all, especially your salute to the brave people of our armed forces, and your reminder of the vital link between America's military strength and world peace -- a fact too often forgotten. Our Society, and indeed all Arkansans are extremely proud of the tremendous contributions made by you and your family, both in aviation and other fields of endeavor. As we told you last October, the Arkansas Aviation Historical Society has been working diligently toward our goal of a permanent home for the Arkansas Aviation Hall of Fame -- the Arkansas Museum of Aviation History. Since your visit last fall, we have made significant progress toward finalizing our agreement with the Little Rock School District, forming a partnership to create an Aerospace Magnet School in conjunction with our Museum, at or near the Little Rock Regional Airport. This school would specialize in providing the educational base in math and science for our young people, while increasing their awareness of career opportunities in aerospace, engineering, and other high technology fields. We are moving forward enthusiastically with this exciting opportunity for a unique public/private partnership, and feel that our experience will show other groups across the country how they also may become involved in education. Our recruitment of campaign leadership is nearing completion, and many of these community leaders are your lifelong friends and acquaintances. For your review, I have enclosed a diagram that outlines the areas of support that our leadership will be working in. We feel that Little Rock's commitment to this innovative project will send a clear message that both the public and private sectors are dedicated to excellence in education. The preparation for advanced skills that would be provided by the Aerospace Magnet School will allow our students to compete in the market for the high technology jobs of tomorrow. - ___....... ------4---------------- ----- .... . -- - - ..-................ Mr. Sanford N. McDonnell March 15, 1990 Page Two As other matters concerning the Museum and School are resolved, we must address the final issue of locating an acceptable site near the airport. Originally, we had considered a location on Airport Drive near the main passenger terminal, but the addition to the Museum of the Aerospace Magnet School necessitated a larger site. Consequently, the Little Rock Airport Commission in conjunction with the Little Rock School District is reviewing other sites that could accommodate the facility. At this time however, it is difficult to determine whether these site possibilities would be acceptable for our project. This last concern prior to launching the capital campaign for the Museum is most critical, since plans call for the school to be opened by the 1991-1992 school year. Within the last month, we were informed by Mr. Bill Putnam, of Putnam Realty, that you and your sister owned the 43 acre wooded site near the new runway. Both in size and proximity, it could meet all of the needs we have for a location for the Museum and School. The members of the Museum Planning Committee respectfully request that you and Mrs. Lawrence consider a gift of this property for the potential site of the Arkansas Museum of Aviation History and Aerospace Magnet School. It is possible that the tax savings realized by the donation of this land could create a net result as advantageous financially as an outright sale. The members of the Museum Planning Committee will meet at a time and location that is convenient to you. I will phone you in a few days to schedule a meeting place and time. Thank you for your consideration of this request. RNH/mj Enclosure Sincerely, Richard N. Holbert Chairman of the Board Arkansas Aviation Historical Society Richard N. Holbert Chalnnan of the Board MEMORANDUM March 15, 1990 Arkansas Aviation Historical Society P. 0. Box 3511 Little Rock, Arkansas 72203 (501) 372-3245 To: Sanford N. McDonnell From: Richard N. Holbert RE: Campaign Leadership Arkansas Museum of Aviation History Chairman Honorary Chairman Vice Chairman Board of Directors William H. Bowen Chairman of the Board First Commercial Little Rock, Arkansas Herschel Friday Senior Partner Friday Eldredge and Clark Little Rock, Arkansas Winthrop Rockefeller Chairman of the Board and CEO Winrock Group Little Rock, Arkansas Richard N. Holbert President Central Flying Service Little Rock, Arkansas Ector R. \"Buddy\" Johnson Senior Vice President Worthen Bank and Trust Company Little Rock, Arkansas National Corporations Business and Professional Foundations David Clark President Air Traffic Services Corporation Air Transport International, Inc. All Cargo Air Carrier Little Rock, Arkansas David Eldridge Director of Economic Development for Arkansas Power and Light Little Rock, Arkansas Fred Menz Retired Executive Merrill Lynch, Pierce, Fenner, and Smith Little Rock, Arkansas Wayne Bennett President J.O. Bennett and Sons, Inc. Lonoke, Arkansas Fred Darragh Manager and Senior Partner Darragh Investment Company Little Rock, Arkansas Marion Burton Attorney Little Rock, Arkansas Community Leadership Advanced Gifts Acquisitions A via ti on Organizations Government Ray Kemp Vice Chairman Chief Adminstration Officer Dillard's Little Rock, Arkansas Charles Harper President Rebsamen Insurance Little Rock, Arkansas Lucien M. Taillac Founder/Retired Arkansas Modification Center Little Rock, Arkansas Henry Broach Vice President Merrill Lynch, Pierce, Fenner and Smith Little Rock, Arkansas J. Dan Baker Founder and President Avis Rent-A-Car Little Rock, Arkansas J.W. \"Buddy\" Benafield President J.W. Benafield Company Little Rock, Arkansas Government Continued Aviation Industry James L. \"Skip\" Rutherford Senior Vice President Arkansas Louisiana Gas Company Little Rock, Arkansas Dennis Davis President Arkansas Modification' Center Little Rock, Arkansas Taylor Brown Senior Vice President Falcon Jet Little Rock, Arkansas I r Chairman 'I National Corporations * David Clark ~ David Eldrid2e. * - Confirmed Campaign Leadership Arkansas Museum of Aviation History r 'I r 'I r National 'I Honorary Chairmen Chairman Advisory Board *Herschel Friday  William H. Bowen Jack Stephens \\.. *win Rockefeller Sidney Moncrief '\" r 'I Vice Chairmen  Richard N. Holbert \\.. Nathan Gordon I r Board or 'I r Campaign 'I Directors Counsel *Ector R. ''Buddy\" Johnson Catherine Johnson \\.. President \\.. \u0026amp; Associates I I I I r Chairman 'I r Chairman 'I r Chairman 'I r Chairman 'I r Chairman \" r Chairman \"I r Chairman \"I Business \u0026amp; Foundations Community Advanced Gifts Acquisitions Aviation Government Professional * Leadership  Organizations * J. W. \"Buddy\"  *FredMenz * Fred Darragh  RaliKemp Lucien M. Taillac  Henry Broach * J. Dan Baker  Benafield , Wayne Bennett \\.. *Marion Burton , Char ie Harper \\.. Walter Smiley , Charlie Taylor \\... James Rodger\n. , Skip Rutherford I I I 'I El Dorado [ FooS~ili ) I Fayetteville Jonesboro Pine Bluff Stuttgan Chairman Aviation Industry : Dennis Davis T lorBrown Little Rock School District February 1, 1991 To: The Office of Desegragation Monitoring ~ From : Dr . Ruth S. Steele, Superintendent Subject: Aerospace Technology Magnet Attached you will find a copy of the latest draft of the proposed stipulation concerning the Aerospace Technology Magnet . We believe that this will be the final draft prior to the preparation of the actual Stipulation . When the final document is prepared for filing, we will send a copy to your office . 810 West Markham Street  Little Rock, Arkansas 72201  (501)374-3361 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS \\-:ESTERH DIVISION LITTLE ROCK SCHOOL DISTRICT v. NO. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL. MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, ET AL.  PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCK SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL The undersigned parties stipulate and agree that the Little Rock School District ( L:'-::::_,\ndeseq'- 0 C'at:i on plan sl:r:,_ ld be ame:1c.ec. t o include an Aerospace Technology Magnet School as described in Exhibit 11A11 to this stipulation as modified below to address the concerns expressed by the Court and some of the parties. The parties further stipulate and agree that the Little Rock School Distric~ Aercspace Tec~~c-ogy Ma_net School can only be constructed of first-ye a r funding of t::e Kagnet sc:-10ols ~.ss ist:.::.:-.ce ?ro-\nra:n grant, for which Exhibit 11A11 is its app lication, i n a t otal amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1992-93\nand if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Dollars ($4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by sp~cific outcome expectations that black youth will be at least as well served in.educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in the proposed Aerospace Magnet School. The underlying premise of Joshua is that student from higher socio-economic backgrounds, based upon past and present treatment by Little Rock School District, are being and will be well served by the district. The outcome expectations shall be measured by objective, education rela ted criteria. The results will be subject to further analysis by the Distr ict-wide Bi-racial Co~~ittee and the Office of the Monitor. The Aerospace Technology Magnet School is being integrated into and engrafted upon the Settlement Desegregation Plans of the parties (\"the Settlement Plans\"). The parties stipulate that the Aerospace Technology Mag~st School Plans shall be consistent with p lanned, opened and hareafter operate on a f ully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational ' ' environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. The district commits that it will maintain this facility on a racially integrated basis into perpetuity. 2 The Aerospace Magnet School shall effectively be a joint venture between the school district and the local community's ae~ospace industry in certain operational and financing respects. The school di~trict, however, shall have full and final authority for all decisions and conduct of the school including but not limited to its staff, students, programs and activities. The local aerospace community referred to herein consists of those aerospace technical business enterprises which are located around the Little Rock Regional Airport. It includes the Little Rock Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Little Rock Airp0rt Comnissi on and the foilowing private aerospace technical business enterprises hereby make the following commitments to the Court with the further representation that the commitments shall become, with elaboration, contractual Commitments between these par t i es end t he school district to which affected pupils become t hird party beneficiaries. A. Compani es 1. Central Flying Service 2. Falcon Jet Corporation 3. Arkansas Modification Center 4. Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see statement attached to this page) 3 The Court shall be provided affidavits of support, with the prom i sed el abora t i on set out above , not l a t er t han February 19 , 19.91. These elaborations will commit to (a)\npecific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities\n(b) summer training and employment opportunities for the black pupils who will attend the Aerospace Magnet Technology School\n(c) year round mentoring and support programs for black pupils at the school\n(d) preferential consideration upon graduation for training or apprentices hip programs and employment within these enterprises\n( e ) creation of r acially inclusive, nondi s crimina t ory work environme nts\na nd (f) broad b a s e d r a cia l a nd gender ~cpr esenta~ion on appropriate advisory and governing boards of each of the business enterprises. These commitments will be permanent and binding upon these employers or enterprises as well as their successors. EDUCATIONAL INITIATIVES 1. Student Educat ic:1 Plans {SEP' s) shall be developed for e ach pupi l who elects to att end t~e Aerospace ~ech~olc\ny ~3g~et School. The plans s hall be dev e l oped and t hen i mplenent ed in s uch a way as to insure that all pupils therein shall be \"mainstreamed\" into regular classes. If additional, out of class work is required , , in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either SE/'1.J after school or on Saturdays . A principal objectiv e of the IEP's is to allow the progress of each pupil to be measured periodically. It will also assist in determining individual teacher performance 4 for evaluation purposes. 2. The school shall employ a sufficient nunber of teacher assistants to insure that the serious tea~hing and learning objectives of ,the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time and with appropriate educational credentials for further study and/or entry into college type programs. The only possible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for the .SEP I .s. ...J:-E'F' s to work, demonstrate that they do not have either the capacity or interest fer the req~ired schcol ~or~. 4. There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in the practice shall be subject to formal discipline. Any discipline of teachers shal l be in accordance with the Professional Negotiations Ag~ee~ent (?NA ). , 5. 'l:ie rac '31 .__....._...\n... ,JV'-'-,.. of t:-..e. Magnet School shall ber.~ a ~easer.able ~e:ationship to the r~cial balance of the other high schools. It initially shall be sixty percent (60%) black and forty percent (40%) white. The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 job and a period of employment thereafter for the district. 6. The Aerospace Technology Magnet School shall be -operated and supported by the district in those ways wnich do.hot diminish the status, faculty or student bodies of the other high schools. 7. All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all times provided their school work is first addressed to the level of their respective capacities and is otherwise acceptable. By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGE AMENDMENTS Page 19 (Substitute first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS\") In 1986, the Federal District Court approved an interdistrict plan of desegregation between the Little Rock, North Little Rock and Pulaski Coun~y School Districts. That plan provided interdistrict remedies oi nagn~~ schools ~~d =ajcr~t~ ~o rn~~ori.ty transfers. The percentage of black stueencs i~ Nert~ Little Rock is approximately forty-six (46) and in Pulaski County is approximately thirty (30). Page 26 During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near Interstate Highway Thirty (30) in Southwest 6 Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the f all of 1992 or soon thereafter. (As a footnote, the architects who are working on these plans have committed to make a biracial effort of their further work on this project.) Page 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted. Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timel y approved, with the further expectancy that i n Septern~er , 1992 or sooner thereafter t he new school will be opened. Tje racial bala~ce cf t~e sc~oc: sha~- ~e a range of black students ~ithin fifty-five to ~ixty-five percent and a range of white students between thirty-five and f orty-f ive percent. Those figures are comparable to the other senior high school enrollments. Page 29 (Last sentence on the page) Central High School has been successful in attracting white students from the Pulaski County and North Little Rock School 7 Districts. Page 32 (Supplement) Other standardized tests confirm the above disparities in test results between at least black and white students. The district is committed to fully addressing and remedying these disparities. To this end outcome objectives shall be formulated and implemented for students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program. If those are not met, however , the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Page 36 (substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those s~ills will be effectively taught to all students so that they will meet the high school standards in the areas of Algebra, Physical Science and Earth Science. The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils. Page 52 (New paragraph 2) 8 The planning process was not successful in including black citizens to the extent that it included white citizens as set out ii\ni paragraph one, supra. Nor did it include the LR.SD Biracial Committee in .the process. corrected forthwith and These unintentional omissions will be will not be repeated. The Biracial Committee and Joshua shall be fully represented in the Magnet School Planning Committee described in the next paragraph and shall otherwise be utilized to insure that this school meets its goals and expectations. Page 58 ( a new last .=.Ec\n::ence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have for maximizing their abilities within the school. Page 59 (supplementary language) _A program of teacher developed incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60 (supplementary language to paragraph two) 9 outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities for their students, and programmatic expectations for students .. achievement. , Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing staff is disproportionately white. The district is sensitive to this fact and shall work to insure that it, too, will be fully desegregated a~d integrated. Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include \\ concepts from math and sc.:..er:ce such as velcci ty , vectors, 2.nd kinesthetics. Page 91 (new first paragraph) Student Education Plans (SEP I s) will be developed for all students. achievement. These SEP I s will vary according to past student Appropriate intensive counseling will provide assistance and direction to students to insure that their 10 potentialities are developed to the fullest possible extent by virtue of their involvement in this progra m. Spe cia l e f f orts will be made to insure that black and socio-ec0nomical-ly deprived students shall have no less opportunity for academic success than other students. Page 106 (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for t hose students-who seek it. Page 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, speakers for students. Ser.ii nars will also be held and guest to allow s tudents to intera c t with -~i~o~ity and female individu~ls who have careers in science , math , a::--.d f ields r elated to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to be considered in addition to the per pupil cost which the 11 district expends, which is $2,165 on average at non-magnet, nonincentive schools. Page 116 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology. by race and gender decrease in dropout rate as compared to other high schools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Page 119 (final paragraph) The evaluator(s) will work closely with the school staff and be b\nth sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office of Desegregation Monitor(ing). Page 146 (new paragraph three) 12 There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluff. Arrangements will be sought with these.colleges for c~llege cred~~ to be given . for certain work completed at the Aerospace Magnet School and for the institutions to assist the magnet graduates with educational career planning. The undersigned parties stipulate and agree that a modification of the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modified above, subject to the contingencies described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, although the parties understand that this program might have a negative impact upon the further desegregation of Fuller Jr. High and Mills High School. It is therefore ordered that the Little Rock School District's desegregation plan is ~edified t~ include the Aerospace Technology Magnet School described in Exhibit \"A\", as modified by this Stipulation and Consent Order, contingencies: subject to the following 1. The Little Rock School District must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,000,000.00) for 1991-92 and 1993\nand 2. The Arkansas Aviation Historical Society must contribute 13 at least Four Million Five Hundred Thousand Dollars ($ 4,500,000.00) as its share of the construction costs of the Aerospace Education Center which will house .both the Aerospace .. , Technology Ma9fet School and the Aerospace Museum. If either of these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\". JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 BY,Qur,~ ~ WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg. 200 West Capitol Little Rock, AR 72201 BY: ____________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third ::~o ~=:_cr\n:_1 FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Little Rock, AR 72201 BY: ______________ _ Christopher Heller JACK, LYON \u0026amp; JONES, P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, P~~ 72201 \\. E'f : _______________ _ Steve Jones Richard Roachell SO ORDERED THIS DAY OF FEBRUARY, H91. SUSAN WEBBER WRIGHI' UNITED STATES DISTRICT JUDGE 14 Little Rock School District February 1, 1991 TO: The Office of Desegregation Monitoring FROM: ~Dr. Ruth Steele, Superintendent SUBJECT: Update on the Status of the Proposed Aerospace Technology Magnet The Little Rock School District has been in the process of discussions with several of the parties to the case during the past four days in order to arrive at agreement with regard to the proposed Aerospace Techno 1 ogy Magnet. The attached materials reflect the agreements made as of 8 a.m. this morning and are for your information. We will send you a copy of the final stipulation when it is forwarded to the Court. AS/laj Attachment 810 West Markham Street  Little Rock, Arkansas 72201  (501)3743361 IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO. 1, ET AL MRS. LORENE JOSHUA, ET AL KATHERINE KNIGHT, ET AL STIPULATION AND CONSENT ORDER REGARDING LITTLE ROCK SCHOOL DISTRICT AEROSPACE TECHNOLOGY MAGNET SCHOOL 1-\".2 PLAINTIFF DEFENDANTS INTERVENORS INTERVENORS Tha undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegragation plan should be amended to include an Aerospace Technology Magnet School as described in Exhibit 11A11 to this stipulation as modified below to address the concerns expressed by tha court and some of the parties. The parties further stipulate and agree ttat tha Little Reck School District Aerospace Technology Magnet School can only be constructed ~f_,o J cf f,rJf-ye\"-r f:.,,,c/.~\n.+- and operated it the Little Rock School District receive\\ the Magnet Schools Assistance Program grant, for which Exhibit 11A\" is its ,c, ~_, application, in~ amount of Four Million Dollars ($4,000,000.00) /4r '~\"'). -ttJ) al /ttt!f- /f f\n-!'1- ~J, \"and  if the Arkansas Aviation Historical Society contr1butes 1 Four Million Five Hundred Thousand Dollars ($4,500,000.00) as its share of the construction costs of the Aerospaca Education Center which will house both the Aerospace Technology Magnet School and the Aerospace Museum. JHI I 3 1 \"31 l~ : c.lJ By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: Page 19, (paragraph 2 after sentence 1.,. add)  .The 1986 court approved plan . provided the first interdistrict remedi~s in the Little Rock case, i.e., majority to minority transfers and interdistrict magnet schools, Page 23, (paragr.aph l delete #6) sibling preference which was part of the Tri-District Plan is not part of the settlement Plan and is thererore deleted from the grant proposal. Page 2 6, (paragraph 1, sentence 2) The phrase \"under construction\" should be clarified to read that planning is underway !or the school. Ar chi t~ctural renderings and site analysis are in progress. Page 27. {E\u0026gt;rogram Objective II) The school's racial balance shall have a target ratio of 60% Black and 40% White with possible range of 65% Black and 35% White t o 55% Black and 45% White , Page 29. Tha last sentence on the page should read: 11Central' s program has succeeded in attracting white students from the North Little Rock and Pulaski County School Districts, Paga 32. outcome objectives shall be formulated and implemented for students at all grade levels such that students will hava their remedial and learning needs met prior to the 9th t o 10t h gn .. da tra ns ition into the aerospace program. Page 3 6, (paragraph 1, sentence 5) The term II school standards\" refers to specific course work which shall be completed by students in the school. These courses include algebra, physical science, and earth science . . Page 59. (paragraph 1, sentence 3) A program or teacher _dQVeloped incentives will be put into place to assist with the motivation of students at the Aerospace Magnet. Page 60, (paragraph 2, sentence 4) outreach programs will be provided for all parents to inform them of the content of the aerospace program, opportunities ror their students, and progralTIInatic exp~ctations for students' achievement. Special outreach efforts shall be made to parents of black and socio-economically deprived students to introduce these patrons to the program. 2  J~,11 ::! l '91 1 S: c. l Paga 77. (paragraph 21 aentenc0 6) The theme and focus shall parmaate the entire program, Even courses such as physical education and physiology shall include concepts from math and science such as velocity, vectors, and kinei.thatics. Page 91. (paragraph 1 1 sentence 2) Appropriate intensh,e counseling will provide. assistance and direction to students to ensure that their potentialities are developed to the fullest possible extent by virtue of their involvement in this program, Spacial efforts will be made to ensure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 106, (paragraph 2, sentence 3) The District will work with the business community in general and specifically with the aerospace/aviation industry to ensure summer jobs, part-time employment, mentorships, apprenticeships, and employment after graduation for those students who seek it. Page 108, (paragraph 1, sentence 2) Adjunct. ~taff will include mentors, role models, and guest speakers for students. Seminars will also be held to allow students to interact with minority and female individuals who have careers in scienca, math, and fields related to the Aerospace Magnet program. Paga 111. (paragraph 2, sentance 4) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual cost of Magnet components only and is to ba considered in additi on to the per pupil cost which the district expends, which is $2165 on average at non-magnet, non-incentive schools. Page 116, (paragraph 1, sentence 6) Success shall further be determined by analysis of statistics .related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender 3 P.-l decreasQ in dropout rato ae compared to other high schools such that the number of black students in the graduating class will be equivalent to the percantage of black at-iJ~ents .. enrolled in the program Page 146, (paragraph 3 1 sentence 4) A collaborative effort shall also be pursued with the university of Arkansas at Pine Bluff, This 117 year-old institution has been a major educator of black student\u0026amp; in the fields of high8r education, The undersigned parties stipulate and agree that a modification of the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modi!ied above, subject to the contingencies described above, would compliment their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, It is therefore ordered that the Little Rock School District's desegregation plan is modified to include the Aerospace Technology Magnet School described in Exhibit 11A11 , as modified by this Stipulation and consent order, contingencies: subject to the following 1, The Little Rock School District must receiva the Magnet Schools Assistance Program grant, !or which Exhibit \"A\" is its ~~~ F application, in~ amount of Four Million Dollars ($4,000,000.00),z,rflf'/-r tw.,J\nqq3\nand  .t.-- 2. The Arkansas Aviation Historical Society must contribute f /tAS1 ~ A Four Million Five Hundred Thousand Dollars ($,4 1 500 1 000.00) as its share of the construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and 4 ' JRN 31 '91 15 =22 P .6 the Aerospace Museum, I! either of these contingenciQs dogs not happen, the Little Rock School District will have no obligation t~ bui14_th0 school or i~plemant t~e Aerospaca Technology program described in Exhibit \"A\". JOHN WALKER, P,A, 1723 Broadway Littla Rock, AR 72206 BY: ____________ _ John Walker WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthen Bank Bldg, 200 West Capitol Little Rock, AR 72201 BY: ____________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P,A, 1014 We~t Third Little Rock, AA 72201 BY: ___________ _ Richard Roachell . \\ . FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First Commercial Bldg. 400 West Capitol Littla Rock, AR 72201 BY: _____________ _ Christopher Heller JACK, LYON \u0026amp;c JONES., __ P.A. 3400 Capitol Towers Capitol \u0026amp; Broadway Little Rock, AR 72201 BY: _____________ _ Steve Jones  . IS SO ORDERED this ____ _ day of February, 1991. Susan Webber Wright United states District Judge 5 Knight Intervenor Concerns and Recommendations to the LRSD Aerospace Technology Magnet Grant Application References to Teacher Compensation and Salaries (Pg. 5, 9 , 11 ) Knight Intervenor's Position - All compensation for teachers and support personnel including stipends for inservice, additional pay for extended days, or work outside the contracted year s hould be allocated in accordance with existing contract agreements. Where contract provisions are inapplicable or new pay schemes are contemplated negotiations should occur with the Association to insure appropriate compensation for the employees involved. l. 2 . 3. 4. 5. Relevant provisions - PNA Article I Sec B, Sec D. I Sec E. Article II Sec A Article VII Article VIII Article IX Sec. A Relevant Provisions - ESP Agreement Article I Article III Sec I Article XII Article XIII References to staffing of teachers and support personnel in Aerospace Magnet. (Pgs. 52-53) Knight Intervenor's Position All staffing of teachers and support personnel shall be done in accordance with the relevant provisions of the PNA and ESP Agreement. Relevant Provisions PNA \\ Article XV Article XVI Article XVII Article XVIII  . e. Relevant Provisions ESP Agreement Article XV $~lection of teachers and support personnel to serve on Aerospace Magnet planning committees should be done in accordance with the relevant provisions of existing contract agreements. Relevant Provision PNA Article XXV Article XXVI Sec K Relevant Provisions ESP Agreement Article XIX \\ . .l..'f.'.f~. ~':. ., ,,., ... , ..... . , \" \"' .. .. 111r.1a,,.  '\"'\"\" -~ ............................. ,... ........... ............. . . .. a, o. '- ._.._ -  h\"- II. ..,. .-.-... c. ......... .,...,. ..... ...., , ... . cc1e11  w11a11111, -..-, \" ~ ................. . .o..a.c.... .c.. . ...... \".' .\". ... \"' ,111110   1ttCc.\"\"'  \"\" ..10 a.-..-. .. , .. , ..... Jt 1t, .... . -\"\"' . . ....... 11 1, \"\"' ........... _. ....... ...  .,c:ti.t llll 111.  CT1 JIit   6, .................. , ..... . ........... ,. 1\"\u0026amp;\\.C: .... . . .... \"'  o . .,,., .. T -. e\\CT\"', \"\" .,, c1 1 ,,.. ,..u, .. ,  1r1 41 tt, 40N, A. 1io1t1M f- tTIJII, JI.Ao ...., .,.... .. ..A.,.W ,. l.a. .I.I ,._.._ u~  '\"'- ._.._ ..,o-  \"~\" \"' ... .,,., 11.l\u0026amp;I.I \"'A\u0026amp;  \u0026amp;, .... Clill te11t a..\"-Ca, ,._,.._, :r:axl:) .. -r, :u.J:\u0026gt;..itJ:\u0026gt;o:i  e:. ... .-s.  --c:,.ao.1110, IHIIM~ N'  ~.....xi,,.ncH8 ATTOI011r,s f ....... a ,. .... ,. O:  CIICIAI,, au1L.414 00 wC,aT C,.\"I TIIII, 1,ITTI.C OC:~, ,..11.Afll\"\" 7.IOlie.a FROM: ______________________ _ tttssAGE: ..7. 4\"/S aaa:-7 .L4\"'ae\n, cU. 8/\"IAC ~~ ckC#/7/22? Ttft2$ - a P. l ._.w t'lt1ti,,1-. 11111,, .  ..._ o\"  .... ,., .   .., ... -. ......  1 ... 111 , ... '\"'--  o    .. \\.   Ge111c o, .. ,. . , ..   ._,  , ..... 111,   \"  c .,, ..._ ,. ... .,,..,.... ... w.a. \"eo ...i... ..  \"  , ca-.v1 4. 1t ICllff  r...-''I 111.\"' ~ 1o111c 11, 11'P\\t ~Cllllh1 j ..... , , ............. . 11 A .......  C'# .i , \\ill 1114 .i ..... =  , .,iilll , -.. . ._ ....\".'.*.'. . cwc,,. ...... ,. t4eil\"P   \"'cc .,  ,.  0  -01o. ........... ,.,  111 o\"\"\" to faflltCI C, a ..... .,. 1 o-\" Cc , ,  GM\u0026amp;,f1i,  cC'4 .. \"C1 1  ,o-.ca OAV 1e   .., , \\..ACIII ,\u0026amp;rP11 14. OO  t -- w- ... .__,,  J,  ,, ..   1t1t    U,tCCICIC, I~. . . .... ... \\., 1- ...... TOTAL NO. or PAG!S I 5 T!I! IN10!\\MATION SM~!T PLUS!..:/__ PAG!S cAT!: __2 -/_1 ,....../_ct.,_\n__ IP' 'lOfJ 00 NO'r R.!C!IV% A.LL TR? PAGES - i'Lt.ASE eALt SAClC ASA.P ,01-J7'-20ll 'rP.ANSM!TTING TP.OK: (PLZAS! CillCt.E ONE) ACTOKATIC FAX RAPICOK 200  (501) 376-2147 AC'tOMATIC lA.X lll'ICOK 200 - (!Ol-J766369 'rll.ECOPY OPERATOR: ____________________ _ FOR. OF?IC! USE ONLt: __.. .\nL\n.'. .._I_ 2._~~3.,._ _o_ _____q ~o-----=-=---- ' CI.I ENT Nt\"MB ER) ( MATTER NUMBER} IN THE UNITED STATES DISTRICT COURT EASTERN DISTRICT OF ARKANSAS WESTERN DIVISION LITTLE ROCK SCHOOL DISTRICT v. NO, LR-C-82-866 PULASKI COUNTY SPECIAL SCHOOL DISTRICT NO, l, ET AL, MRS. LORENE JOSHUA, ET AL. KATHERINE KNIGHT, !T AL, P.2 PLAINTIFF DEFENDANTS INTERVENOM INTERVENORS STIPULATION AND CONSENT ORDIR R!OllDING LITTL! ROCI SCHOOL DISTRICT AEBQSPAC! TECHNOLOGY MAGNJJT SCHOOL The undersigned parties stipulate and agree that the Little Rock School District (LRSD) desegregation plan should be amended to include an Aerospace Technology Magnt School as described in Exhibit \"A\" to this stipulation as modified below to address the concerns expressed by the Court and some of the parties. The parties further stipulate and agree that the Little Rock School District Aerospace Technology Magnet School can only be constructed and operated it the Little Rock School District receives approval of first-year funding of the Magnet Schools Assistance Program grant, for whieh Exhibit 11A11 is its application, in a total amount of Four Million Oollars ($4,000,000.00) for 1991-92 and 1992-93: and if the Arkansas Aviation Historical Society contributes at least Four Million Five Hundred Dollars ($4,500,ooo.oo) as its share of tha construction costs of the Aerospace Education Center which will house both the Aerospace Technology Magnet School and the Aero\npace Museum. FEB 01 ' 91 l  = 23 P. 3 The purpose of this stipulation between the Joshua Intervenors and the Little Rock School District is to insure by specific outcome expectations that black youth will be at least as well served in educational outcomes, process, treatment, retention, promotion, rewards, awards and opportunities as white youth in tha proposed Aerospace Magnet School. Th underlying premise of Joshua is that student from higher socio-economic backgrounds, based upon pa1t and present treatmnt by Little Rock School District, are being and will be well served by tha district. The outcome expectations shall be measured by objective, education related criteria. The results will be subject to further analysis by the District-wide Bi-racial Committee and the Office of the Monitor. The Aerospace Technology Magnet School is being integrated into and angrafted upon the Settlement Dgregation Plans ot the parties (\"the Settlement Plans 11 ), The parties stipulate that the Aerospace Technology Magnet School Plans shall be consistent with the objectives of the Settlement Plans. Th school shall be planned, opened and hereafter operate on a tully and thoroughly integrated basis in all aspects of its operations and outreach. The district shall accomplish this racially inclusive educational environment by whatever means necessary within federal law and by appropriate state law as well so long as state law does not diminish the remedial and desegregation objectives of the Settlement Plan. Th district commit that it will maintain this facility on a racially integrated basis into perpetuity. 2 i ! I FEB 01 '91 1 ~ =2  PA The Aerospace Magnet School shall effectively be a joint venture between the school district and th local community Is aerospace industry in certain operational and financing respects. The school distriet, however, shall have full and final authority tor all decisions and conduct of the school including but not limited to its staft, students, program and activities, The local aerospace community referre~ to herein consist of those aerospace technical business enterprises which are located around the Little Rock Regional Airport. It includes the Little Rook Airport Commission, a public enterprise, which operates the Little Rock Regional Airport. The Little Rock Airport Commission and the following private aerospace technical business enterprises hereby make the following commitments to the Court with the further representation that the comrni tments aha 11 become, with elaboration, contractual Commitments between these parties an~ the school district to which aftected pupils become third party beneficiaries. A. companies 1. central Flying service 2. Falcon Jet C0rporation 3. Arkansas Moditication Center 4. Midcoast Aviation 5. Air Transport International 6. Little Rock Regional Airport B. General Commitment (see statement attached to this paga) 3 P.5 The Court shall be provided affidavits of support, with the promised elaboration set out above, not later than February 19, 1991. These elaborations wi1i commit to (a) specific employment, hiring and promotion commitments for each of the employers and affect all future employment opportunities: (b) summer training and employment opportunities for the black pupils who will attend the -Aerospace Magnet Technology School\n(c) year round mentoring and support programs for blac-k- pupils at the school, (d) preferential consideration upon graduation for training or apprenticeehip programs and employment within these enterprises\n(e) creation of racially inclusive, nondiscriminatory work environments\nand (t) broad based racial and gender representation on appropriate advisory and governing boards of each ot th business enterprises. These comrnitmnts will be permanent and binding upon these employers or enterprises as well as their successors. EOUCATION~L INITIATIVES 1. Student Education Plans (SEP's) shall be developed tor each pupil who elects to attend the Aerospace Technology Magnet School, The plans shall be developed and then implemented in such a way as to insure that all pupils therein shall be ''mainstreamed\" into regular classes. If additional, out of class work is required in order to promote remediation to pupils to meet classroom work, the district shall offer it as needed at district expense either after school or on Saturdays. A principal objective of the $!:P's is to allow the progress of each pupil to be measured periodically, It will also assist in determining individual teacher performance 4 I I P.6 for evaluation purposes. 2. The school shall employ a sufficient number ot teacher assistants to insure that the serious teaching and learning objectiVQS of the Aerospace Magnet School shall be achieved. 3. It is expected that all pupils who enroll in this school shall be promoted each year and graduate from high school on time and with appropriate educational credentials for further study V and/or entry into college type programs. The only posible exceptions to this expectation are those pupils who, by objective standards, considered after sufficient time has expired for th $EP 1 s to work, demonstrate that they do not have either the capacity or interest tor the required school work. 4, There shall be no \"tracking\" in the Aerospace Magnet School. Those teachers or other staff who either allow or engage in th practice shall be subject to formal discipline. Any discipline of teachers shall be in accordance with the Professional Negotiations Agreement (PNA}, 5. The racial balance of the student body of the Aerospace Magnet School shall bear a reasonable relationship to the racial balance ot the other high schools, It initially shall be sixty percent (60%) black and forty percent (40%) white, The racial balance goal of the faculty shall be in reverse ratio due to the acknowledged shortage of black staff members. The district is committed, however, through the Settlement Plans, to increasing black staff by aggressive recruitment and by financial support for teacher aides who commit to obtain college training while on the 5 : FEB 01 '91 1~ :26 P. 7 job and a period of employment thereafter for the district. 6, The Aerospace Technology Magnet School shall be operated and supported by the district in those ways which do not diminish the status, faculty or student bodies of the other high schools. 7, All students at the Aerospace Technology Magnet School shall be privileged to participate in all school activities at all  times provided their school work is !irst addressed to the level of their respective eapaeities and is otherwise acceptable. By agreement and stipulation of the parties, Exhibit \"A\" is modified as follows: PAGlll AMENDMENTS Pag 19 (Substitute first paragraph under caption \"HISTORY OF DESEGREGATION AND MAGNET SCHOOLS 11 ) In 1986, the Federal District court approved an interdistrict plan of desegregation between the Little Rook, North Little Rock and Pulaski County School Districts. That plan provided interdistrict remedies of magnet schools and majority to minority transfers. The percentage ot black students in North Little Rock is approximately forty-six (46) and in Pulaski County is approximately thirty (30). Page a, During the period of construction of the Aerospace Technology Magnet School, it will be sited at the Metropolitan Vocational School located near IntQrstate Highway Thirty (30) in Southwest 6 P.8 Little Rock. Architectural Plans are being developed and it is hoped that the school will be opened in the tall ot 1992 or aeon thereafter. (As a footnote, the architects who are working on these plane have committed to make a biracial effort of their turther work on this project.) Paqe 23 SIBLING PREFERENCE There is and shall be no sibling preference for Magnet School assignment. Thus item six (6) on Page 23 is deleted, Page 27 Program Objective II (substituted) The District plan to open the Aerospace Technology Magnet School at Metropolitan High School on September, 1991, provided this grant application is timely approved, with the further expectancy that in September, 1992 or sooner thereafter the new school will be opened. The racial balance of the school shall be a range of blaek students within tiftyfive to sixty-five percent and a range of white students between thirty-five and forty-five percent. Those figures are comparable to the other senior high school enrollments, Page 29 (Last sentence on th page) Central High School has been successful in attracting white students !r0m th$ Pulaski County and North Little Rock School 7 Districts. Page 32 (Supplement) P.9 Other standardized tests confirm the above disparities in teat rsults between at least black and whit students. The district 1 committed to fully addressing and remedying these disparities. To this end outcome objectives shall be tormulated and implemented tor students at all grade levels. In this way, students may be expected to have their remedial and other learning needs met prior to the 9th and 10th grade transition into the Aerospace program, I those are not met, howevr, the Aerospace Magnet programs will be designed and implemented in a way to accomplish that objective. Paga 3, {substitute) The Aerospace Technology Program will require students to have a firm grasp of basic skills. Those skills will be ettectively taught to all students so that they will meet the high aohool standards in the areas of Algebrl!, Physical Scienee and l!:arth Science, The District will provide special support to underachieving pupils in order that those students may be equally successful in their classwork as the more advanced pupils, Paqe 52 (New paragraph 2) 8 FEB 01 '91 1~:.::s P.10 Th planning process was not succesaful in including black citizens to the extent that it included white citizens as set out in paragraph one, supra. Nor did it include the LRSD Biracial Committee in the ~roeess. These unintentional omissions will be corrected. forthwith and will not be repeated. The Biracial Conuni ttee and Joshua shall be fully represented in the Magnet School Planning Committee described in the next paragraph and shall -- otherwise be utilized to insure that this school meets its goals and expectations. Page 58 (a new last sentence on the page) This summer program, which will be at school district expense, shall not be used to defer, delay or withhold ongoing remediation and supplemental assistance to achievement. This is intended to supplement the opportunities students have tor maximizing their abilities within the school. Page 59 (supplementary language) A program of teacher developed incentives will be put into place to assist with the motivation ot studants at the Aerosp~ce Magnet. Page 60 (supplementary language to paragraph two) 9 FEB 01 '91 14 :28 P.11 Outreach programs will be provided tor all parents to inform them of the content of the aerospace program, opportunities tor their students, and prograltll'llatic expectations tor students achievement. Special outreach ettorts shall be made to parents of black and soeio-eeonomieally deprived students to introduce these patrons to the program. Page 70 (new last paragraph) The foregoing ataft is disproportionately white. The district is sensitive to this tact and shall work to insure that it, too, will be fully desegregated and integrated. Page 77 (supplemental language to paragraph two) The theme and focus shall permeate the entire program. Even courses such as physical education and physiology shall include concepts !rom math and science such as velocity, vectors, and kinesthetics. Paqe 91 (new first paragraph) Student Education Plans (SEP I s) will be developed for all students. These SEP's will vary according to Appropriate intensive counseling direction to students to insure achievement. assistance and 10 past student will provide that their I ' FEB 01 ' 91 1~ :29 P. 12 potentialities are developed to the fullest possible extent by virtue of their involvement in this program. Special efforts will be made to insure that black and socio-economically deprived students shall have no less opportunity for academic success than other students. Page 10, (last paragraph added) The District will work with the business community in general and specifically with the aerospace/aviation industry to insure summer jobs, part-time employment, mentorships, apprenticeships, and employment atter graduation for those students who seek it. Peqe 108 (addition regarding adjunct teachers) Adjunct staff will include mentors, role models, and guest speakers tor students. seminars will also be held to allo\"-1 students to interact with minority and female individuals who have careers in science, math, and fields related to the Aerospace Magnet program. Page 111 (addition to end of second paragraph) The figure $278 which is included in the discussion of Magnet program costs refers to the eventual eost of Magnet components only and is to be considered in addition to the per pupil coet which the 11 FEB 01 '91 14:30 P.13 district expende, which is $2,165 on average at non-magnet, nonincentive schools. Paqe 111 (supplement to paragraph one) Success shall further be determined by analysis of statistics related to: number of program graduates employed in Arkansas aviation industry by race and gender number of program graduates entering post-secondary education especially fields related to math, science, and aerospace technology by race and gender decrease in dropout rate as compared to other high echools such that the number of black students in the graduating class will be equivalent to the percentage of black students enrolled in the program Paga 119 (final paragraph) The evaluator(s) will ~ork closely with the school staff and be both sensitive and responsive to inquiries raised by the Joshua Intervenors, the district and/or school biracial committee(s) and the Office ot Desegregation Monitor(ing). Paqa ucs (new paragraph three) 12 FEB 01 '91 1  =30 P. 1  There shall be a collaborative effort between the school district, Henderson State University and the University of Arkansas at Pine Bluff, Arrangements will be sought with these colleges for college credit to be given for certain work completed at the Aerospace Magnet School and for the institutions to assist the magnet graduates with educational career planning. The undersigned p~rties stipulate and agree that a modification ot the Little Rock School District desegregation plan to include the Aerospace Technology Magnet School described in Exhibit \"A\" as modified above, subject to the contingenciea described above, would largely complement their settlement plans and advance the voluntary desegregation efforts contemplated by those plans, al though the parties understand that this program might have a ngative impact upon the further desegregation ot Fuller Jr, High and Mills High School. It is therefore ordered that the Little Rock School District' desegregation plan is modified to include the Aerospace Technology Magnet School deseribed in Exhibit 11A11 , as modified by this Stipulation and Consent Order, subject to the following contingencies: l, The Little Rock School District must receive the Magnet Schools Assistance Program grant, for which Exhibit \"A\" is its application, in a total amount of Four Million Dollars ($4,00o,ooo.oo) tor 1991-92 and 1993: and 2, The Arkansas Aviation Historical Society must contribute 13 P.15 at laaet F0ur Million Five Hundred Thousand Dollars ( $ 4,500,000, oo) aa its share ot the construction costs of the Aerospace Education Canter which will house both the Aerospace Technology Magnet School and the Aerospace Museu~. If either ot these contingencies does not happen, the Little Rock School District will have no obligation to build the school or implement the Aerospace Technology program described in Exhibit \"A\", JOHN WALKER, P.A. 1723 Broadway Little Rock, AR 72206 WRIGHT, LINDSEY \u0026amp; JENNINGS 2200 Worthan Bank Bldg. 200 West Capitol Little Rock, AR 72201 BY: __________ _ Sam Jones MITCHELL \u0026amp; ROACHELL, P.A. 1014 West Third Little Rock, AR 72201 BY,n: _ ... CLL Richard Roachall FRIDAY, ELDREDGE \u0026amp; CLARK 2000 First commercial Bldg. 400 west Capitol Little Rock, AR 72201 BY: ________ ~---- Christopher Heller JACK, LYON \u0026amp; JONES, P,A, 3400 Capitol Towers Capitol \u0026amp; Broadway Little Roek, AR 72201 BY: _____________ _ Steve Jones SO ORDERED THIS r::Jl.:f OF FEB.~, 1991, SUS.Z\\N WEBBER WRIGH!' UNITED STATES DISTRICT JUOOE 14 ..  tu 9 F 11 h pr vi VO U tt ent, hiring d t ti or r ini or ith  nt rpr , ( nd Ort DUCATIO J\\t, 1 ~c icn 1 na ( P's) h ll b d v o~ he d1 triot t a to pro r It will 1'111111n 1\" 111 I a e th r E .. FEB 04 '91 10 :53 .l..'.l.'I.! !':. - ,.,._., . ,,,,,: \" .... .,, .. ,. ..... '\"\", , . . .... .. t ~ tal, _, .. ,. Aa. ~- .. 4 ................ \"\" ... G11.~A. lll1Ct1llll1t A, P\"-- ._._ JC1111 c . ,  i.,, . ... . - .... 1\\11\"\" - .. . ,.ca,c  w     r -1.c111c,  ~. aar.  ..... ,., 4. ,. ..C... .t:., .C \"'-  J .. \u0026amp;.A. .... ., ........ . .i  ... cl'f .,,..,.a \" .......... ,,.1., .... . tiii11. . . ........... \"' \" ~ ................ -~ ., -'-1  111 1a\u0026amp;T1 J  , ,  A, .il.itri II C  AO .a11111, ._A, ..J., .-..1.'-.1 1.1 1itCO , ,-._., ...  ..\n, .. ta141f-, CAf\\..ff,  ._ ti 111, 14'aTON, ..... ,J, ........... \"-~lit lit ..... \" .... 41 ... . 11a1io 1 , .......... , ...... .. 1'1   .. w .. \" \" ._._ tA I, oe11,- \u0026amp;, CAO a. '~ ~Ao .IO  c a,  .,_  ,,,._,., 11,,,1\u0026amp;\u0026amp;\" ............... . c1111 te,o ..,,.,.,.,., ... \"- JI' .a l:rl.\\.T, Z t.D 1cG \u0026amp; 6 c\n:. ... :az .. --o, ... --......,.0~-~ ... ,,.o ... ,.,  ,. ......  ~1  1' C:-c1-. A\\,/11.,a, .... GIi U1' i-rfO~ 1,/TT1,c oc:i1 ....... . .... UIOlJ ... a Tc1,c,.~ IOloJ11iCIII ,3 7 J- 0 I O 0 \u0026lt;.STE VE t~o ~~ - 'K \\ f\".\u0026lt;.o f'iC~C. L( 37\u0026lt;._/- /\"l L/7 3 7 ..5 - I O ?_ 7 3 -7 5 ,_ I q y () P.1 ~ ....... ,. ... , ..  . .... Gell IP I. I 'I, \\,1t1A111   1-- 111, a ..  ...... 4 ,   ..1 .-.1 ,1 4\\ Ir,.  111t  ....... , ..... . .,..,,  C'- .,,-.~,  c~1t.    C.I.T9C te \\.lllC C4-Yt-. ,J, Itri. .-. ,. \"'ce,1.- \u0026lt;1111 ... .._ i.,o-.c .-.. ..\".'.' \", ' ....1...c.\". ... .  ............. 1.e1111 ....    t=i-lt J4MCa   IA4C,    .,.~_.\\II 1c11111.-e1 \"  1.tawt \"... ..~.. c \"\n,., .,1 ...1..  --a ... ,. .. \" ........ .. 4\\11 .. i..,a  11111 c. oc fl  GI, ._Clf ,. --\"' 11c111,,., ~,0111111  c o, .,. , ,.aa ..  c,,.,.,  ac -- 1111h Wt\\.1.1 J, rw w11.1,, 1  C\\i.a .. oc, \" ,    \\.-IA l. \"C~-. WI ~ .. , ... ta ~MO .. ,    ..  TE!.EC:OPY TO FOLLOWING NO: ___ __...,__ __________ ....... ,,, ...... THE '/ IC/ ~ 4:0i1e - e~ a,a //11Mf?t'P~ ~t:!tl\"~.S - ~ ~ Mt) c7JWtt2-. TOTAL NO. Ot PAG!S 3 'l'!!IS IN70RMATION SHEET PLt1S _ PAGES OAT!:: :P::r-\n2.,-\u0026lt;-(-tf / TIME: IP' YOti 00 NO'? UC:!IVE ALL Tm: PAC.!S - PtzASE CALL 8Aa ASA\nS01-31t-201l 'l'RANSMI'I\"rING n.OH: AOTOMATI~ FAX lAiiecM 200  (501) 37~2147 Tll.ECOPY OPERATOR: ___________________ _ FOR. OFFICE C'SE ON'tl =-----------1---------~~~--:-:~~~-- ( CI.IZNT NUMBER) (MA'l'TD NtJM!SER) TO ~IUC\u0026gt;AY l'IU! P. 2 P,12 Th Aeroapaoa Me.gnat Sch0ol sh.11 ettectively be a joint ventu~ betwn the ac:hool diatriot and th ArJcana Aviation Historical soeiety in certain ~perational and tinanoing rpct1. The school diatri~t, however, shall have tull and tinal Uthority tor all deeiaiona and conduct ot th ac:hool including ~ut not limit~ to its tatf, studente, progru and activities, The looal aerospace eommunity consists of those aerospace technical busin enterpri which are located around the Little Rock Regional Airport. lt includes the Little Rock Airport commission, a public enterprise, which operates th Little Rock Regional Airport, Th Littl Rock Airport Commiaaion and the following private aerospace technical businaa entet'l)rises hereby make the commitmnts contained in the atatement ef upport attaehed to thia pag~d tha reaonable interencea which flow t.hrefrom regarding the level and duration of aaid support. A, Companies 1. Central Flying Service 2. Falcon Jet Corporation 3. Arkan Moditic:ation Center 4. Midooaat Aviation s. Air Tranaport ?nternati0nal 6. Little Rock Regienl Airport B. General Commitment (see attachment to this Pge) The court shall be provided aftidavita ot auppert from repreeentatives of the local aeropaca oommunity, not later than Pebruary 19, 19il, Th attidavita of aupport will deacribe each 3 FEB \\Zi..1 '91 10:54 P .3 82104/lHI let 19 FROM JOHN IJ,IJRLK ~R l\"dl, P,03 company' p~esent c~mmitments and tuture voluntary ettorts in th tollowing area 1 (a) specific employment, hiring and promotion commitments for each ct the employers and aftect all futuro employmnt opportunities, (b) suuer training and e111pl0yment opportuniti for the black p~pil who will attend the Aeroapce Magnet Technology school\n(c) yea:- ro~nd mentoring and support programs for black pupils at th eohool, (d) preterential conaideration upon graduation for training or apprenticeahip programs and employment within th nterprit (e) Qreation of racially inclusive, nondiscriminatory work environme.nt# and (t) broad baaed racil and 1ender reprntation on approp~iate advisory and governing ~eard of eaob of the busin enterprises. In th event that it 1a necessary to m0dify these c011Unitments, notice ahall be ~rcvided to the partiea and efforts vill be ~ad to continue the epi~it of theee coll1Xllitmenta. BDUCATION~L %MITIATIV!l8 1. student Educaticn Plan (SZP's) shall be dvlo~ed tor each pupil who elects to attend th Aerospace TechncloiY Magnet School. Th plan ahall be devaloped and then implemented in sudh a way aa to insure that all pupils therein hall be \"mainstreamed\" into regular classes. If additionl, out of claa\" work i  required in order to promote remediation to pupils to meat 0lasar0om work, the diatriot shall otter it a needed at district e:icpen either atter school or on Saturday. A principal objctive of th SZP's i to allow the progress of each pupil to b measured periodically. od~tm,i)1,v~ 1ii:\u0026gt;D1v,D1Jt\u0026gt;,../ -to-.ch.te. Od'_J:',c,el\"\\A.10~,C Teacher's Brown Pilgrim Keith Thompson Moix Comer Ford Moran OFFICE OF DESEGREGATION MONITORING 201 EAST MARKHAM, SUITE 510 HERITAGE WEST BUILDING LITTLE ROCK, ARKANSAS 72201 WASHINGTON ELEMENTARY 1st GRADE RACIAL BALANCE January 22, 1991 Name Total Black White Other 21 14 7 0 20 14 6 0 20 13 7 0 20 14 6 0 23 17 5 1 20 14 6 0 21 14 6 1 21 14 7 0 % Non White 67% 70% 65% 70% 78% 70% 71% 67% ROCKEFELLER ELEMENTARY RACIAL BALANCE BY GRADE January 22, 191 Grade Infants-2 yr olds 3 yr olds 4 yr olds Kindergarten 1st 2nd 3rd 4th 5th 6th SUB TOTAL Infants-1st gr 2nd-6th Total 27 17 58 59 60 32 33 34 36 26 221 161 Black 16 10 34 33 32 25 27 25 27 23 125 127 White 11 7 23 26 25 6 6 8 9 3 92 32 Other 0 0 1 0 3 1 0 1 0 0 4 2 % Non 59% 59% 60% 56% 58% 81% 82% 76% 75% 88% 58% 80% White FOREST HEIGHTS JR. AND HENDERSON JR. CAPACITY \u0026amp; ENROLLMENT FIGURES January 23, 1991 Forest Heights Capacity Enrollment 1-23-91 780 748 96% filled to capacity Henderson Capacity Enrollment 1-23-91 960 893 93% filled to capacity CENTRAL HIGH INTERDISTRICT MAGNET PROGRAM t OF STUDENTS PARTICIPATING AND RACIAL BALANCE t OF STUDENTS PARTICIPATING ON A M-TO-M TRANSFER January 22, 1991 Called Jane O 'Neal, Registrar at Central. She did not have the information. Would be able to provide the number of students in the interdistrict classes but was not sure that would be the total number of students in the magnet program. She was not sure exactly who was in the magnet program and was not sure if anybody at Central could provide that information. Called Gladys Adair, Attendance Secretary at Central. She was not sure if she could get the information. Did not think that information was available from Central. Sue Pederson from Student Assignment had sent her a list of all students at Central on M-to-M transfers, but did not know which of those students participated in the magnet program. Called Sue Pederson, Student Assignment Office, Little Rock School District. Sue was to call back with the information. With the return call on January 23, Sue reported Student Assignment Office did not have the information available and she would have to call Mr. Hickman. Sue was told of the deadline this office was under and that the information was needed. On the morning of January 24, Mr. Hickman's office was called to see if the information was ready. Patty Teach, Mr. Hickman's secretary, said Mr. Hickman was out of the office and had not returned Sue Pederson's call. Ms. Teach did not have the requested information. Sue Pederson called to report in order to provide the requested information the international class rosters would have to be gone through by hand to mark out students that took more than one magnet class. After that was completed, she would be able to identify the Mto- M students and have a count of participants, but it would take a few days. Sue was told a few days would probably be too late for our deadline, but I would call her back after talking with Ann Brown. James Jennings then called to say he understood this office had requested some information and to make sure we understood what would have to be done. I told him that I had talked with Sue and was to call her that afternoon after discussing the situation with Ann Brown. Mr. Jennings said he did not know he was under a court deadline. I told him he was not. This office was the one under a deadline to the court. I told Mr. Jennings I would contact Sue that afternoon after talking with Ann regarding the time line for the requested information. After talking with Ann, I called Sue Pederson on the afternoon of January 24 to tell her a few days would be too late for us to meet the deadline, but the information was valuable and needed to be provided to our office. Sue was not available and was to return my call. On the morning of January 25th I again called the Student Assignment Office and could not get through, therefore, I told Linda Bryant to continue trying to get Sue Pederson and give her the message that a few days was too late for the information to be provided to meet our deadline, but since the requested information was valuable, to please provide it to our office when available. Sue Pederson was contacted with that message. She replied the information was in the process of being collected and would be forwarded to this office. Minutes Aerospace Education Center Campaign Leadership Meeting November 21, 1991 DEC 1 0 1991 The year end meeting of the Campaign Leadership of the Aerospace Education Center was held November 21 at the Statehouse Convention Center. The meeting was scheduled to precede the first National Leadership Institute on Aerospace Magnet Schools, co-hosted by the Federal Aviation Administration and the Little Rock School District. Committee members present were: J. Dan Baker, F. Taylor Brown, Frederick J. Menz, Maj. Gen. James Ryan, Charles M. Taylor, Wayne Bennett, Henry Broach, Marion B. Burton, Edgar K. Riddick and Lucien M. Taillac. Special guests were: Pat Gee - Little Rock School Board Member, Jim Dailey - Vice Mayor of the City of Little Rock, Tom Dalton - Manager of the City of Little Rock, Tony Wood - Deputy Superintendent of the Little Rock School District, Julie Speed - Special Assistant to Congressman Ray Thornton, Phillip Woodruff - Director of Aviation Education for the Federal A via ti on Administration and Aerospace Education Center contributors Philip Jonsson, James Hamlen, Warner Gamer, Ruth Remmel and Emma Hall. The meeting was called to order by Vice Chairman Dick Holbert. Mr. Holbert introduced Lucien M. Taillac, who reported on the fundraising progress to date. The cumulative total is $4,160,047.19 of the campaign's $6.5 million goal. This figure included $2.0 million in public funds - $1.5 million State of Arkansas and $500,000 from the City of Little Rock. A total of $2, 660,047.19 has been pledged from foundation, corporate and personal gifts. The capital campaign of the Aerospace Education Center began in October 1990, and is scheduled to conclude in October 1992. Mr. Taillac recognized the contributors to the Aerospace ,,, Education Center and expressed his deepest appreciation to all that helped the campaign reach 65% of its goal. Mr. Holbert gave special recognition to the City of Little Rock for their recent commitment of $500,000 for site improvements. This gift from the city will assist the Aerospace Education Center leadership in leveraging foundation support outside the state of Arkansas. Julie Speed, Special Assistant to Congressman Ray Thornton, reported on recent legislation passed by Congress that was signed by President Bush on October 28 enabling the FAA to grant funds to four aerospace magnet schools within the United States and 57 workshop programs. This legislation was initiated by Congressman Thornton and Senator Bumpers after former FAA Administrator James Busey delivered the keynote address at the April 12 Aerospace Education Center campaign kick-off luncheon. The FAA has become a national partner in the development of the museum/school facility, and was recently joined by NASA after a November visit to Arkansas by Dr. Eddie Anderson, Director of Elementary and Secondary Education for NASA. Mr. Holbert then introduced Mr. Phillip Woodruff, Director of Aviation Education for the FAA and coordinator of the National Leadership Institute on Aerospace Magnet Schools. He and Tony Wood discussed the itinerary of the Institute and participants, including school representatives from Long Beach, California, Phoenix, Arizona, Louisville, Kentucky, Du Val, Maryland and Atlanta, Georgia. Curriculum consultant Dr. Merv Strickler gave opening remarks at the Institute, followed by a presentation by each of the school districts represented. The keynote address of the Institute was given by Alicia Coro, Director of School Improvement Programs for the U.S. Department of Education. Ms. Coro oversees the $1.5 billion in federal funds that are distributed as grants and various educational assistance programs. Pat Gee, Little Rock School Board Member, gave supportive remarks on behalf of the District to the Aerospace Education Center's leadership, FAA, Department of Education and city and state officials that are working to make the Aerospace Education Center a first for Little Rock and Arkansas. As new business, Cathy Johnson announced that a special luncheon was being planned for February 6, 1992. This luncheon will feature two astronauts, Lt. Col. Donald McMonagle and Dr. Gerald Carr who will give the history and future of the space program. Mr. T. Wendell Butler, National Director of the Young Astronaut Program, and Dr. Eddie Anderson will also be making remarks. Lt. Gov. Jim Guy Tucker will be Master of Ceremonies. Information will be mailed around January 1 for reservations. Mr. Holbert concluded the meeting and invited all to attend the welcoming reception, hosted by the Aerospace Education Center leadership for the National Leadership Institute of Aerospace Magnet Schools. Respectfully submitted Catherine Johnson I ' , 1 '  2 3 4 5 6 7 6 9 10 11 12 13 14 15 16 :7 2.8 19 20 21 22 23 24 25 26 :. 7 2S 29 30 :n 32 33 34 --~,- 36 RESOLUTION NO. 8,602 A RESOLUTION EXPRESSING AN INTENT TO USE ECONOMIC DEVELOPMENT FUNDS TO ENHANCE PROPERTY AT THE AIRPORT TO ATTRACT .AND DEVELOP AN AEROSPACE MUSEUM .AND EDUCATION CENTER. WHEREAS, the City of Little Rock, (*the City*) has maintained an economic development fund so that the City can encourage and promote the creation and maintenance of jobs\nand WHEREAS, economic development of Little Rock is critical to the continued well-being of its citizens through increased job opportunities, and a growing base of revenues to support City activities\nand WHEREAS, cities and states throughout our nation to use funds for economic development to attract and industries and promote the creation and maintenance and continue maintain of jobs\nWHEREAS, the City through its Economic Development Fund made available approximately $3 million to enhance facilities at the Little Rock Airport which helped facilitate the creation of a new facility for Arkansas Aerospace, thereby leading to the creation of more than 300 jobs, which facility was dedicated recently\nand WHEREAS, the continued promotion of the aerospace industry as a key component to growth of the economic base of Little Rock is important to the future of the City\nand WHEREAS, citizens and businesses have joined together to plan for an aerospace museum and the Little Rock Aerospace Technology Magnet School (collectively \"the aerospace center\") as part of the Little Rock Airport area complex\nand WHEREAS, the col!lJllitment and specific participation of the City .to help the formation of this aerospace center is an important factor to urge commitments by other businesses and persons to join in the creation of the aerospace center\nand WHEREAS, the City will benefit and be strengthened by the ability of an aerospace center to enable our citizens to be trained for jobs in the related aerospace industry which is growing in Little Rock. NOW, THEREFORE, BE IT RESOLVED BY THE BOARD OF DIREC'TORS OF THE CITY OF LITI'LE ROCK, ARKANSAS: . , 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 3 5 36 SECTION 1. The City expresses its intent to participate in the effort to create an aerospace center by making available over a period of two years up to $500,000 of its economic development funds to be used for physical improvements to the Little Rock Airport property so as to enhance the operation of the aerospace center. SECTION 2. Examples of possible improvements to the Airport property which would aid the operation of this aerospace center may include street renovations, correction of drainage problems, and the construction of ramp facilities linking the education center to a runway. SECTION 3. The Board of Directors notes that the use cf these economic development funds will enhance the airport property of the City and will promote economic development by assisting the aerospace center and its effort to create an educated and capable work force for the aerospace industry. SECTION 4. The Board of Directors hopes that this commitment of the City will encourage citizens and businesses to join in the effort toward creation of the aerospace center. The Board of Directors also notes that only by continuing quality economic development can cur City thrive and offer the services needed by its citizens, whether police and fire protection er other services. AOOPI'ED: November 5, 1991 ATTEST: APPROVED: s/Robbie Eanoock ROBBIE HANCOCK CITY CLERK APPROVED AS TO FORM: d,~ /L{ . ~ TBoMAs M. CARPEN!J.1.R. CITY A'ITORNEY s/Jirn Dailey JIM DAILEY VICE !1AYOR 0 0 ~ 0 0 $2,000,000 .~... ~ $1,800,000 $1,600,000 $1,400,000 $1,200,000 $1,000,000 $800,000 $600,000 $400,000 $200,000 $0 Gifts at: $500,000 Projectetl ltrnrnj Actual E22] Aerospace Education Center Campaign Goal - $6.5 Million December, 1991 (Campaign began on October 1, 1990 - conclusion on October 1, 1992) 0 0 o_ 0 0 co ~ 0 0 0 o\" 0 ll) ~ 0 0 O 0 0 0 0 ll) ll) .... $250,000 $100,000 $50,000 $25,000 $10,000 Cumulative Total for Campaign Private and Local Funding: $2,685,047.19 State Funds: $1,500,000 Total: $4,185,047.19 Less than $10,000 .. r ' ~soc.i.at Feb u r 4 lG s S penntenc ent of the. Litt ~ R c p n much interest 1 the es~eihli h u e to be kno, as the Aerospa e\nF u1\nation Cc o  fl ~ ... 11.ty c\u0026lt;msisting of a museum., 0,1.\notad ano. opo ctt t t \\'  t1on HJ.st~r1cal Society, a a magnet school, ~ ~ ~c~ Schoo Distric~. The ide for the c~, e  ~ s -nc!udeo 1 1 Le 'r1:.1-D1stric~ Des'='.:!: J tior Plan -::md st..ppo -ced by the Sch~cl Bo rd. ~he Board COLrnitted to building tte school 110,:1 ,q he succescf 11 mll l aO\"e lect.i\u0026lt;.,n in pd J , l 990. eal1z1ng that operatl?n of the A r0s ace Scno~1 would b ~ po. 'bi ~ithcut Jn dditional infusion of m ,ay a ,d bel c  in~ hat th- concept of the school wart anted re,v ia bv tne u. s. _part:menr- cf Education's M.qllet School Assistance Program, tte ! 1sttic1~ fi~e1 a grant :~pplii\n.:at.1.,. in D?cer.1ber, 1990, for $4  t~ion to OD,ratc the schoo. Sub\u0026amp;-~uent , a court hea~inq ~as follo db a seria3 o, ~ee~ings with rep~esen~at1vea fo~ he rterver0rs to aka certain th,t their vie~s as a par. 1~ ,' 1.:. w \"'C :t:eprosented in th13 gr n~ .~nolicatic1n. ~9G, the DiRtrict le r.ed that tt, gra t application ~a a Jr~ ved. 21nce then various: .~as have been iis~ussed aq o t~. chool could be funded and oper1ted. In my opinion, the h:\\. ci:iwe to expl.or.e other fu d:l.ng poasibil 'ties sinr::P. t!w it:'on ._f t\n, ! ',itt.le Bock Scho,,l Distrjct re.l!lains w.t\"Htt it. ha\"! n !l ~ oro: th3t we ccn build the school but we cannot opera .e tt s1nce dollacs ~ ich WOJld b, used to a~ so would have to 'e taken rro~ exiqting scnools ana programs. b 1 ... eva Quch discussion~ ne d to be helo with individuals who ve t'.ixpr'c:!S'ed tnti\n:r st'. .i.n this project and whose exper1enc:E\" ,H.j ... nvolve.~ent .,.,u:d be helofu in disc..issing ,arious fuiding opti\n.i-u\n. L culd li~e t0 invite you to b n cartic'pant in these discu~~lons at a lGnc. eon ,el:!t ng t,:-i b'!! helo in n1y oft'L:e on February 12, 1992 12 noon. !f you arf, nable co be present, I invite yoa to send \"F-Ul a re rec\ne1tat \". . Pl a e c l Mr . As i~tant ~t 3 4-2G 2 t confl Pat ,mpuri ro ence i\n,\" ~o wt! attend in your pl ~e l 001-. fr: rward to se 111 lCtt ,,r. rerrua rv , 2  .:,inc, re ... Ru t:h c\n. s e 1 e Suner1r.-.. cnd n of .:c 1001 EXeC\"uti I t r.e1 \u0026lt;new  J ''  I i l I\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1024","title":"\"Aerospace Technology Magnet School, Long Beach Unified School District, Aerospace Technology Magnet Program\" and correspondence","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Educational planning","Education--Finance","Aviation Education Programs (U.S.)","Magnet schools"],"dcterms_title":["\"Aerospace Technology Magnet School, Long Beach Unified School District, Aerospace Technology Magnet Program\" and correspondence"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1024"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\n/ ' I A AEROSPACE TECHNOLOGY MAGNT long Beach Un1hed SchOOI ()slflCI Area E Sopennteodenl s Ot1ice 5101 E Centra a SHeel Long Beacn CA 90808 (S2T1E3)V 4E3N6 9F9IS31H , A rea E Superintendent  ext. 3950 GAIL QUINN, Industry and Post Secondary liaison (213) 436-9931 ext. 1402 ~C~/ ~t ClAV\nk., 3ro.,,,\n6 a-...L u-z.~ tr,J\u0026amp;.\"\"-fl \u0026lt;u au~4,,\u0026lt;JL, ~ , !1~ L.f--0 C 1L\u0026lt;\u0026amp; - o,__, u~ '1v ~ ~~),, ('~a,a_ e?y.x:u~ ~ a-,,..cL ~ ~!!r_yicJ..,/4, 1-1a), ~ ~ ~ ct,,R., ~ \"C7M--U- -ruy ~~-,v{4 7J ~), 1Z_,,-,,J\u0026amp;\u0026lt;2, ,h-,_ J- ~ ~ :,,u_, +v-lc ,,0 c~/.,AJ ~ Magnet Schools  Alvarado  Bancroft  Buff um  Cleveland  DeMille  Lakewood  Monroe January 6, 1992 TO: Kathryn Johnson Johnson and Associates FROM: Gail Quinn Aerospace Technology Magnet-Long Beach SUBJECT: Contract Proposal to repare Little Rock Magnet Schools Assistance Program Grant Application to U.S. Department of Education - 1993 The following delineates consultant fees and budget, and a timeline of activities to prepare the MSAP federal grant application for Little Rock Schools. It is assumed that the grant deadline will be early 1993 which allows for a one year preparation period. Although I spent four months on the Long Beach application, I expect to write the Little Rock application in 8 weeks or less. The organization will be the same as spelled-out in the table of contents of the Long Beach grant of which you have a copy. I will use vacation time for planning with yourself, Little Rock School personnel, and others\nand for writing. The dates listed below are my vacation dates: January 20 April 18-26 June 27-August 22 November 10-12 February 14-17 May 23-25 September 14 November/Thanksgiving Grant planning trips to Little Rock and Washington D.C. will need to be arranged according to the vacation schedule. In addition I can take 4 days this year and next year as needed for travel~ Travel time must include a Saturday to keep airline fares at $300-$400 instead of $1,000 for round trips\ntherefore, I would initiate travel on Saturday or complete a trip on Sunday. All meals and working while flying are free or at my expense. Please review the budget on the next page. 1. 2. 3. 4. Consultant Budget Contract not to exceed ($50 hourly rate x 320 hours) Airline fares a) Average 3 round trips to LR @ $358 b) Hotel - $66 x 3 nights x 3 trips c) Average 2 round trips to Washington O.C. (Los Angeles or direct to Dulles Airport) $398 each d) Hotel average $100 x 2 nights x 2 trips e) Ground transportation Federal Express Average $22 x 10 mailings Secretarial Assistance Average $15 hourly x 160 hours $16,000 $1,074 $594 $796 $400 $125 $220 $2,400 $21,609 Total Cost Note: The grant application will ask for 4 million each year of the two-year project period. You may want to weigh any consultant fees, whether they are for this proposal or others, against the 7 or 8 million Little Rock can anticipate for a successful application. The timeline and criteria relate to the requirements of the grant application. I recommend the following as a guide. Federal Magnet Schools Assistance Program Timeline of Activities for Preparing the Grant Application Criteria 1) Quality of Project Design Identify: . curriculum components, course sequence (JHUniversity), technical skills and academic content in relation to LR junior and high school course requirements\nPrepare course outlines for all new courses\nLaboratory facilities, hardware/software, and equipment needs\nSpecial instructional approaches and activities\nStaff training Collaborative efforts with university, industry, FAA, and business/industry organizations\nProgram objectives in relation to MSAP Goals regarding the \"Strengthening of academic content and development of marketable technical skills. 2) Desegregation Plan/MSAP objectives to reduce a. b. c. Consultant Resource Needs state and local curriculum standards and frameworks Postsecondaryrelated courses outline Technology resources available/compile listing Timeline February - June Trip 1 in February to plan project design Trip 2 in July to critique completed project Design and to discuss Desegregation aspects to proposal1 Evaluation plan, Key personnel and Management plan, and Budget Federal Magnet Schools Assistance Program Timeline of Activities for Preparing the Grant Application Criteria 3) Evaluation Plan relative to items 1, 2 4) Key Personnel and Plan of Operation 5) Budget and budget justification\ncost effectiveness 6) Complete all other criteria of grant 7) First review panel/ Washington D.C. 8) Second review panel and meeting with U.S. DE Program officer . Consultant Resource Needs Timeline July July August August Trip 3 - End of August to finalize application  Trip 1 - Washington D.C. Trip 2 - Washington D.C. One month prior to grant due date I. II. Ill. Unit Outline Aerospace Science, GRRDE 4 Earth characteristics that affect flight IV. Unmanned satellites and exploration A. Atmosphere A. Weather Satellites 1. Weather-Measuring B. Applications technology satellites 2. Temperature C. Lunar probes B. Magnetosphere D. Interplanetary spacecraft l . Magnetic lives of force 2. Radiation belts V. Humans in space Flight in the atmosphere A. Astronauts A. Lighter-than-air-craft l. Selection 2. Physical requirements B. Heavier-than-air-craft ,. B. Space suit Principals of flight 2. Lift/Gravity VI. Projections Technological advances A. Further exploration of space A. Power 1. Power plants 2. Spacecraft l. Chemical batteries 2. Propellers B. Solar systems B. Spacecraft design 1. Significance to Earth l. Symmetry C. Technological improvements in air- 2. Protection of payload craft C. Data collection l. Instruments 2. Recoverable spacecraft D. Safety I. II. 111. Unit Outline Rerospesce Science, GRADE s Earth characteristics that affect flight C. Doto collection A Atomosphere 1. Instruments 2. Passive unmanned spacecraft 1. Weather-Changing 3. Computers 2. Density \u0026amp; pressure 3. Radiation D. Safety B. Magnetosphere IV. Unmanned satellites and exploration 1. Solar Wind A Communication Satellites Flight in the atmosphere B. Astronomy satellites A Bird Flight C. Projects Mercury, Gemini, Apollo B. Heavier-than-air-craft D. Skylab 1. Principals of flight V. Humans in space 2. Lift/Gravity 3. Thrust/Drag A Life-support systems 4. Wind tunnel 1. Spacecraft-atmosphere, water Technological advances supply, food, instrumentation A. Power B. Reentry into Earth's atmosphere 1. Solar cells VI. Projections 2. Fuel cells A Utilization of space environment B. Navigation 1. Life support systems 1. Orbit 2. Control B. Universe C. Technological improvements in air-craft I. 11. 111. Unit Outline Aerospace Science, GRADE 6 Earth characteristics that affect flight IV. Unmanned statellites and exploration A Atmosphere A. Earth observation satellites l . Weather-Forecasting B. Biosatellites 2. Jet stream 3. Ionosphere C. International cooperation 4. Gases and dust D. Space Shuttle Flight in the atmosphere v. Humans in space A. Lighter-than-air-craft A. Astronauts B. Heavier-than-air-craft l . Selection l. Problems in flight 2. Training 2. Rockets 3. Newton's Third Law B. Life-support systems 4. Fuel 5. Guidance l . Spacecraft-temperature, waste, personal hygiene, communica- Technological advances tions A. Management of systems VI. Projections l . Coordination A. Management of resources 2. Flow charts 1. Education B. Navigation and guidance 2. Earth Resources 3. Weather l. Orbit 2. Control B. Products from space 3. Guidance C. Technological improvements in air- C. Data collection craft l . Instruments 2. Computers D. Safety I. Unit Outline Aerospace Science, GRADE 7 Ute in Space II. Humans in Space A. Fish otolith organ A. Life-support systems 1. Abnormal swimming 1. Space craft 2. Orientation to light 2. Reentry into atmosphere 3. Hatchlings adopt 3. Physiology B. Bacteria and spores B. Astronauts 1. Growth 1 ' Selection 2. Shape 2. Physical requirements 3. Sensitivity 3. Training C. Spider behavior C. Medicine 1. Web texture D. Careers 2. Web shape Ill. Bird Flight D. Motor-sensory performance A. Physiology 1. Astronaut coordination B. Perception and Guidance E. Plant responses 1. Growth 2. Photo tropism J A AEROSPACE TECHNOl~Y MAc.NET Unit Outline Aerospace Science, GRADE e Two Semesters, Physical and Earth I. Matter and Energy in Space 2. Atmospheric pollution A. Fluid behavior D. Satellites l . Surface shape 2. Oscillation of drops l . Weather 3. Coalescence 2. communication 4. Diffusion 3. Technology 5. Charged particle mobility 4. Search and rescue B. Mechanics 111. Flight l . Conservation of momentum A. Mechanics 2. Action and reaction 3. Energy exchange l . Lift/Gravity 4. Gyroscope 2. Thrust /Drag C. Magnetic Effects B. Power D. Crystal Growth l. Fuel II. Space and Earth from Space C. Navigation A. Stars and Planets l . Guidance 2. Control l . Quasars 3. Orbit 3. Pulsars 3. X-rays from Jupiter D. Design B. Celestial objects E. Data Collection l . Lunar libration clouds l . Instruments 2. Objects within Mercury's orbit 2. computers C. Remote Sensing F. Safety l. Volcanic eruptions  -\n.\n1 .-i - =~ ~ Unit Outline Aerospace Science, GRADE e Two Semesters, Physical and Earth Page2 IV. Careers A Academic 1 . Aerospace engineer 2. Astronomer 3. Chemist 4. Electronic engineer 5. Geographer 6. Geologist 7. Mathematician 8. Meteorologist 9. Physicist 10. Systems analyst 11 . Test and research engineer B. Technician 1 . Aerospace craftsperson 2. Aerospace engineering techni-cian 3. Electrical technician 4. Electronics technician 5. Ground radio operator 6. Machinist technician  7. Metallographic technician 8. Optical technician 9. Patternmaker onci moldei. .  .. _ 10. Teletypist 11 . Mechanic - aircraft 12. Mechanic - ground support vehi-cles ~ 13. Aerial photography 14. Flight attendant INDUSTRY PARTNERSHIPS CONCEPT LEVELS Theme Major Conceol: fwhal lhe sludonl will F.NF:RGY: Lir.HT ullirnatr.ly 11ndcrslandJ r -- - - - - _l _ ----- ----. 1 LIGHT F.NF:RGY IS THF. PORTTON OF THF: ELECTRO- I Explanatory Concept: I MAGNF:TJC SPECTRUM TO WIil CH THF. fllJMAN F:YF. I S I ( an Idea used to explain the major concept) I SENSITIVE. IT TRAVF.1.S VF.RY R/IPlDI.Y IN I STRAIGHT l.TNE.S . ' I '--- _______ l __ _ S11bConcepts: (the parts of the explanatory concr.ptJ -r may be absorhed, r e fJPcted, or refracted. I LJght. White liRht is a mJxt.ure of co l ors that can be Sf'parated Into a spectrum of col or. Industry/ Teacher Generated Ac ti vi ties: 1.S 1988 r ____ [ ___ \"l Manipulative I Laboratory Skills I I Use r e flected lip.ht I I to chanRe tempf'rat.urf' I lpo]artzed light I 1mirrors and lf'nsf's I 1Prisms \u0026amp; spectra 1 1ero lor mixinr, I I I I L ___________ _J I I -....J r - - A pplk,atioos:- - - 1 f Science Processes I I recoP,ni ze hypotheses I 1eq11ipment. USf'rl in t I Jtr:ht research - 1 industry processes 1analyze how hrn i n 1 interprets imapf's ,r~latf' flow of elec- 1 trons produced in a t photof'lf'ctric cell to I F:inst.ein's e\"\u0026lt;p]anat.tont1 It.hat. liRht. is a str 11 l_o[ J:!.hQ.lO.!!..\"l ___ _ f ,- - - - - - Those who apply li~ht t.echnolor:y to I solvin~ problems ln society or to improvjn~ society tn some slr:nificanJ way and must. 11nrlerst.:-.nd how 1 ir:ht. I I can be userl as n form of energy. I L _____ l _____ J r- - - - - J - - - - 7 r - - - - L - - Applications: , Careers I Society 6 Technology I : lefiber optics I I aerospace , lelasers \u0026amp; holo~r~ms I I emed1ctnf' flnfrared ima~inr: I I ephot.o~raphy - spec ial! ,spPct.rum nnalysis I I pffect,s I ' ephot.oelec t.ric cell I t.clevJsinn lechnlrinnl synchrotron I lenelneering I : I t I L __________ J L ________ J PREPLAN Title: Objective: - Concept I~ s t r~c tion Department OFFICE OF SCIENCE EDUCATION CONCEPT SCIENCE TEACHING SECONDARY ACTIVITY LESSON PLAN - Process Skills Involved Materials: LESSON Introduction: (anticipatory set or input) Procedure: Discussion: (closure) Evaluations Purpose (why learn or use): (relevance to society/technology) Revised 1987 I . AEROSPACE TECHNOLOGY MAGNET Long Beach Unified School District A Partnership with ...  McDonnell Douglas  Northrop  Rockwell International  Long Beach City College  California State University, Los Angeles  NASA  Jet Propulsion Laboratories Our Mission AEROSPACE TECHNOLOGY MAGNET T he mission of the Aerospace Technology Magnet is to insure that all participating students will be technologically'literate, well-educated and better prepared to be responsible, productive members of the workforce. This mission will be attained through an articulated 2+2+2 curriculum in manufacturing technology, problem-solving applications integrating academic core components, and career guidance. ..... The future has arrived. AEROSPACE TECHNOLOGY MAGNET Step into tomorrow as you enter the unique classrooms of the new Aerospace Technology Magnet, the first of its kind in the U.S. You'll notice the quiet excitement of students investigating technology and their futures in some of the most advanced public school computer laboratories in the world. In close cooperation with the Southern California Aerospace Industry Education Council, the Aerospace Technology Magnet is designed to provide tomorrow's skilled workforce. A TM is -Hkely to become a national model for public education. It offers students several paths to high tech careers. Graduates can start aerospace careers with entry,level jobs right out of high school. Or they can continue in articulated aerospace manufacturing programs at Long Beach City College and California State University Los Angeles to earn engineering degrees. The only upper limit is a student's skill and desire for more advanced training. Student success in computer technology, mathematics, science, and pre,engineering will translate into competitive success for U.S. aerospace firms. The quality employees that graduate from this model of industry,education partnership will help the U.S. succeed in increasingly competitive world markets. We are fortunate that the U.S. Department of Education, the Long Beach Unified School District, McDonnell Douglas, Northrop, Rockwell International, Long Beach City College and California State University Los Angeles have created this dynamic plan to teach new skills and keep the U.S. aerospace industry strong. 2 AEROSPACE Initial Funding Source: Project Duration: Cooperating Industries and Agencies: Focus: Levels: Number of Schools: Number of Students: U.S. Department of Education 6.2 Million Two Years August 1989 - July 1991 McDonnell Douglas, Northrop, Rockwell International, Ellison Machinery, NASA and JPL Manufacturing Technology 4-12 Continuation\nArticulation with Long Beach City College and California State University Los Angeles School of Industrial Technology and Engineering 7: 4 elementary schools, 2 middle schools, 1 high school 2000 3 AEROSPACE TECHNOLOGY MAGNET Long Beach Unified School District Elective Integration Computer Technology The Instructional Program Grades 4-12 Core Aerospace Science Mathematics Communication Skills \u0026lt;:=\u0026gt; Elective Integration Manufacturing Technology AEROSPACE TECHNOLOGY MAGNET Long Beach Un~ied School District The Instructional Program 4 6 12 +2 +2 Grades/ T T T T T Levels ---------------------------------- L Manufacturing Technology Communication Skills Applied Mathematics and Science Computer Technology Long Beach City College Associate Degree  Advanced Training - Manufacturing Technology Level II - Tool Designer - Computer Numerical Control Technician - Machine Operator - Computer Numerical Control Programmer California State University Los Angeles School of Engineering and Technology B.S. Degree options:  Mechanical Engineering  Electrical and Computer Engineering  Industrial Technology ~!-I Overview of the Instructional Program Grades 4-12 AEROSPACE TECHNOLOC.V MA\u0026lt;.NET Computer TechQology 4-12 0 Keyboarding  Hypermedia Animation 0 Aerospace Pre-CAD 0 Application Ulllitles:  Word Processing  Database  Spreadsheet  Graphic Design  Programming  Simulation  Hypercard 4-5  Hi-Tech Presentations  Networking  Telecommunicaions  Lego Logo, Logo CAD  Oral and written skill integration through project creation and application utilities. ., . Aerospace Science 6-8 0 Earth Characteristics that Affect Flight 0 Technological Advances 0 life In Space 0 Matter and Energy In Space  Spacecraft Design 0 Humans In Space  Power  Data Collection  Navigational and Guidance 0 Unmanned Satellites 0 Projections  Further Explorations  Technological Improvements 0 Flight 0 Space and Earth from Space 9-12 0 Aerospace Biology  Responses of the Human Body in Space 0 Aerospace Physical Science  Forces of Flight  Aircraft Design and Structure  Stability and Controls  Instrumentation  High Speed Flight  Remote Sensing 0 Mathematics 8-12 Technical Algebra 9-12 Descriptive Geometry 0 Communication Skills 12 Technical Writing Manufacturi~g Techr:iology 6-12 0 Materials 0 Processes 0 Measurement 0 Electronics 0 Automation CAD  CAM Gibbs Software  CNC Dyna Mills  CNC Dyna Lathes  Soorbot ER Ill Robotics System  Hydraulics  Pneumatics  Mechanics  Company Organization and Management  Job Requirements  Educational Requirements , Technology Lab 2000 j.: \u0026lt;O I n t e g r a t i 0 n  Computer Applications  Product Creation  Problem Solving ATM EduCOMP The Student's Educational Plan .  .... Elementary - Grades 4 and 5 \u0026lt; 4 schools) .  Keyboarding and Computer Application Utilities  Aerospace Science  Written and Oral Skill integration through product creation and computer applications -__ \u0026lt;: -~- - Middle School - \u0026lt;2 schools) Grade 6  Aerospace Science  Lego Logo Programming, Logo CAD  Aerospace Pre-CAD Grade 7  Aerospace Science  World of Technology Tech Lab 2000  Hypercard/Hypermedia Grade 8  Aerospace Science  Drafting and Manufacturing Technology  Aerospace Physical Science  Aerospace Biology  Integrated Software Applications  Hypermedia  High Tech Presentations  Intro to Manufacturing Technology in the Tech Lab 2000  Drafting Technology  Desk-Top Publishing  Technical Algebra  Descriptive Geometry  Electronics Technology  Manufacturing Technc!ogy  Technical Writing 7 .. ,~ A AEROSPACE State-of-the-Art Equipment At Each ATM School TtCHNOlOQY MAGNET HIGH SCHOOL Technology CNC/CAM Computer Laba Science Laba Lab 2000 CAD Faclllty Faclllty Lakewood 36 Mac llex 12 Maclld 10 Mac II ex 31 Mac II d 11 Mac II ex 6Laba 1 Mac II ex File Server 1 Mac II ex File Server 4 MacSE 1 LaserWriler 1 lmageWriter 2 Laser Writers 1 lmageWriler 1 Apple II GS 1 Image Writer 1 LaserWriler 2 Scanners 1 CD ROM Unit 1 Image Writer 1 LO Printer 2 Dyna Mill 4 Videodisk players 1 Laserdisk Player 1 Laser Writer 1 Tape back-up Unit 1 Dyna Lathe Sound and Video 1 TV Monitor 1 LOWriler 1 Mac II ex File server 2 Robotics Digitizers 1 VCR 1 Scanner 3 Plotters 1 Pneumatics 1 VCR 1 Tape Backup Unit 1 Tape backup Unit 1 Scanner 1 Hydraulics 1 TV Monilor 1 CD Rom Unit 1 CD ROM Unit Versacad site license 1 CAM Recorder SciMatech Multifunction, Gibbs NC CAM slte Yamaha Speakers lnlerfaoe Probes license and Sensors MIDDLE SCHOOLS Technology Hypermedia Lego Logo Aerospace Science Lab 2000 DeMille 36 MacSE 36 Apple II GS 12 Apple II GS 7 MacSE Bancroft 1 Mac llex Flleserver 1 Mac SE30 Flleserver 1 Mac II ex Fileserver 2 Apple IIGS 10 Laba 3 tmageWriters 2 lmageWrlters 1 lmageWriler 1 Mac II ex 2 LaserWriters 1 TV Monitor 1 Tape Backup Unit 1 lmageWriter 1 Tape Backup 1 VCR 1 Laserdisk Player 1 LaserWriler 2 TV Monitors LogoWriler site lioense Video Microscopy , LO Printer 11 CD ROM unh Technlc Control t 1 Scanner 1 VCR Robotics Kit 1 Tape backup Unit 1 Laserdlsk player 1 TV Monitor 1 CD ROM UnH video and sound 1 VCR digitizers Yamaha speakers ELEMENTARY SCHOOLS Computer Laba Physlcal Science Laba Buffum 35 Apple IIGS 12 Apple II GS Cleveland 5 MacSE30 1 Mac SE30 Flleserver Monroe 1 Mac SE30 Fileserver 1 lmageWriler 3 lmageWriters 1 Tape Backup Unit Alvarado 2 LaserWriters 1 Laserdlsk Player 8 Laba 1 Scanner 1 TV Monitor Total= 24 Laba 1 Tape Backup Unit 1 CD ROM unit 1 VCR 2 TV Monitors 1 VCR 1 Laserdisk player Yamaha speakers 1 CAM Recorder Sound digitizer , Electronlca Faclllty CNC/CAM 11 Mac llcx 1 Mac II ex File server 1 lmageWrlter 1 LaserWriter 1 Scanner 2 Plollers 1 CNC Dyna Mill 1 Robotics Kepro Etched Circuit Equipment Douglas CNC/CAM and Gibbs Ne CAM Software Programs CAD/NC/CAM Facility 17 MacSE30 1 Mac SE Flleserver CD 1 lmageWriter 1 LaserWriler 1 Plotter 1 Dyna MIii 1 Lathe 1 Robotics 1 Mechanics 1 Pneumatics 1 Hydraulics/ Claris CAD/ Gibbs Ne CAM Software -- lnsb'Uctor's Zone Problem/Concept Exploration Island -\"': - ( I I L Owrhead Grid \\__ T echnolbrium Deep Thi S.~LS_-::::::7x: ~ Reoean:11 Pods (wall-mounled) Wcble Equlpnwnl ~ Concurrent Engineering Zone I I (). c:,IP9JI \u0026lt;(j\\ lJ Communications Island ,C\\J -~Ion Ai:',:.:.,i_-\u0026amp;::._.f..~~-:-:.-:: Q TedlCelll\"' (wal-mounted) Fabrication/Prototyping Island (JJ_ Experimental Structures ttt?P88ttiQ ' Mini-s Zone Testing/ Data ~uisttion - - Island l Soft Prototyping ~ Island e, .., .,..,.. ... ,_..~,---,..---... Technology Lab 2000 / the SmartLab for Pre-Engineering Studies Designed for the Long Beach Unified School District O\u0026gt;  aw A AEROSPACE Organizations Touring ATM Labs February 1990 - January 1991 TECHNOLOGY MAGNET Long Beach l.lniied School District Across the Nation and Canada  The U.S. Department of Education/School Improvement Program Director  The Council of Great City Schools, Washington, D.C.  Prince George County Public Schools, Maryland  Montgomery County Public Schools, Maryland  Little Rock (Arkansas) School District California  San Jose Unified School District  Sanger Unified School District  Anaheim Unified School District  Los Angeles Unified School District  Stockton Unified School District  Los Angeles County Office of Education Technology Education Teachers Statewide Replication of portions of ATM Industry  McDonnell Douglas  Rockwell International  ARCO Transportation  Methode Electronics - Graphic Research  Northrop Corporation  Ellison Machinery Presentations by the ATM Staff  National Science Teachers Association Conference  National Middle schools Conference  National School Boards Conference, Washington, D.C  National Committee for School Resegregation  Macintosh LA 1989 and 1990 10  Rockford (Michigan) School District  Phoenix Union High School (Arizona)  Peoria School District, Arizona  Las Cruces Public Schools (New Mexico)  Burnaby School District, British Columbia, Canada  Los Angeles County Office of Education Computer Technology Teachers throughout Los Angeles County  San Diego State University  California State University, Long Beach (3 visits)  Oxnard Union High School District  Napa County Office of Education - ROP  GTE  TRW  IMAR  National Technical Systems  Navy Space Systems  California Vocational Education Conference  Industry Education Council  Southern California Aerospace Industry Education Council 2+2 Articulation Workshops at El Camino College and Cerritos College  Institute for Manufacturing Automation Research at Hughes Aircraft  \"'IJ A AEROSPACE TECHNOLOGY MAGNET Long Beach Unlied School Dislrid Introduction ATMEduCOMP Design  Manufacturing  Service Industrial Simulation The formation and operation of a company within the ATM middle and high schools has as its primary goal the introduction of actual industrial practices and procedures within the classroom. The Company will be confronted with all of the real everyday problems, frustrations and rewards that an actual company encounters. Students are faced with the requirements of individual responsibility and accountability for specific jobs. Interaction with students from other classes and other schools now becomes necessary for completion of tasks. Accurate and complete communication is essential, as it is in industry. It now becomes necessary for a student to perform for the benefit of the group and the product rather than just for himself, just as is required in the \"real world.\" Activities The learning experiences in industrial simulating are broad and varied and are introduced through exposure to and involvement in the following activities. 1. Generation of organization charts showing individual responsibilities within the company. 2. Keeping of time cards noting dates, contract, job and activity information. 3. Calculating bids for design, engineering and production costs. 4. Analysis of bids against actual cost on completion of task. 5. Schedule forecasting through the use of Gantt Charts. 6. Wage realities through monthly computer generated paychecks showing all required deductions. 7. Designing and fabricating jigs, fixtures and other related tooling for machining, holding and positioning of parts. 8. Cost analysis of development and tooling through amortization over product run. 9. Work simplification analysis of production tasks. 10. Task analysis for CNC program writing for lathes and milling machines. 11. Task analysis for writing robotic application programs. 12. Management meetings for personnel and production problem solving activities. 13. Technical report writing and inter-divisional communications. Procedures  A General Manager will be appointed to oversee all daily operations.  Each school participating as a part of ATM EduCOMP shall become a division of the company. The primary instructor at each school shall become the Division Manager. Each division will generate its own organization chart showing lines of responsibility. Each division of the company will be assigned specific tasks to perform toward the completion of the product. The division will submit a fixed cost bid to management of their part of the project. The bid will be based on engineering drawings and specifications submitted to the division, specifying exact tasks to be performed. Upon award of contracts, each division will submit an organization chart of personnel showing the responsibility structure of the division. Within the structure each division will have a Project Manager and a Manager of Quality Assurance that will report directly to the Division Manager. Other responsibilities and titles within the division will be assigned by the Division Manager as needed. 11 Each employee of the company will be assigned an hourly wage scale commensurate with his or her responsibilities. Time cards will be submitted to the designated accounting site every two weeks. Time cards will carry the name of the employee, the division where working, the appropriate dates, the contract and assemblies worked on, the operations performed and the hours required per operation. The times for each division will be verified and signed off by the divisional Project Manager prior to submission to accounting. Accounting will be responsible for generating the company payroll by the last day of each month. Computer generated checks will be issued showing number of hours worked, gross pay, net pay and  all the appropriate deductions. Accounting will also be prepared to submit operation cost analysis reports to the Division Managers and the General Manager at the end of each month. Overhead, general and administrative and contingency costs will be established by the Division Managers in consultation with the General Manager. Company memos will be used for all substantive communications between divisions and central management. Phone calls will be confirmed by a memo from the initiator when involving engineering changes, schedule changes or modification of assigned tasks. Summary The company will operate as much like a standard manufacturing firm as can be accomplished in a classroom setting. The students become employees and will be assigned Tesponsibilities that are uniquely their own. The experience is intended to give them an introduction to the many details required to properly operate a manufacturing enterprise. The actual product used as a learning vehicle is important only from the standpoint of keeping student interest. The most important aspect of this type of experience is the exposure to the process. 12 ~ AEROSPACE TECHNOlOC.Y MAc.NET Long Boach lkliiocl School Oi\u0026amp;trict ATMEduCOMP Design  Manufacturing  Service Management Plan General Manager ATM Program Coordinator, Lakewood High School I I Manager of Finance Division Manager Division Manager Division Manager Instructor, Bancroft MS Instructor, DeMille MS Instructor, Lakewood H.S. I I I I I I Project - Manager of - Project - Manager of Project - Manager of Manager Quality Manager Quality ~ Manager Quality Assurance Assurance Assurance Period 1 Period 1 Drafting/CAD - Inspector - Inspector Inspector (4) Period 2 Period 2 Drafting/CAD \u0026gt;-- Inspector ,__ Inspector Inspector (6) Period 5 Period 4 Drafting/CAD \u0026gt;-- Inspector ~ Inspector Inspector (7) Period 6 Manufacturing f-- Inspector -- Inspector (3) Period 7 Electronics - Inspector Inspector (4) 13 AEROSPACE Number of High SchoolGraduates from the Program TECHNOLOGY MAGNET . - Our Mission is to ensure students will be technologically literate, well-educated, and better prepared to be responsible, productive members of the workforce. Year 1991 1992 1993 Number 22 55 40 Total: 81876 . \" 1994 114 1995 1996 170 210 1997 215 1998 1999 560 490 Fact: ATM Students in the 1998 high school graduation class will be the first to have completed the total program which they began as fourth graders. a Number does not include students who live in the Lakewood attendance area who are participating in A TM classes . .\".\u0026lt;..t AEROSPACE Aerospace Technology Magnet Locations TECHNOLOGY Gail Quinn, Assistant Director, 880 Locust Avenue , Long Beach , CA 90813  (213) 436-9931 , ext. 7277/8 ..........\n.- -------------- :- ------------ ~ : ~ ..., .:' \\ ~  r~  t I ' I ' .. :' :_ ___' . ' : I t :,. ............  : ... .. - ..r. -............. ~---: \\ ~ . . .6. Cleveland ,... ,------------- . ' ' .  ! Bancroft \\ :' A Monroe:..  Lakewood . . . ' ,-- - ---- --- ----- - - - _1 ' -     .   - - - -      -  -   j    I '' . . .DeMllle --...... ,  Lakewood High School 4400 Briercrest Avenue, Lakewood  425-1281 e Bancroft Middle School 5301 E. Centralia Streat, Long Beach 425-7461  DaMllla Middle School 7025 E. Parkcrest Street, Long Beach  421-8424 15 A Alvarado Elementary School .. ... 1900 E. 21st Street, Signal Hill  985-0019 A Buffum Elementary School ... . 2350 Ximeno Avenue, Long Beach  498-2431 A Cleveland Elementary School 4760 Hackett Avenue, Lakewood  420-7552 A Monroe Elementary School 4400 Ladoga Avenue, Lakewood  429-8911 ..' NASA, ROCKWELL CELEBRATE THE BEST PARTNERS IN EDUCATION Bob Minor, president, Rockwell International, Space Systems Division (SSD), and Joyce Jarrett, director, Productivity and Quality, NASA, recently honored 10 Southern California educators for their innovative contributions to the quality of elementary and secondary school education-and to the quality of tomorrow's NASA scientists. The brief ceremony, in which the honorees were presented with certificates by Mr. Minor and Ms. Jarrett, was part of SSD's Building Excellence in Science and Technology (BEST) program. \"For over 20 years, SSD people have applied their mal'f!gement and technical skills to problem solving in the community,\" Minor said. \"I'm really proud of their efforts and the tremendous difference they've made in people's lives. I'm also proud that we're able to play a part in NASA's own community efforts. We've been partners in space for a long time\nit's gratifying to see our partnership ex1ended to common concerns right here on earth.\" Programs and activities such as BEST exemplify Rockwell 's commitment to community involvement. While our activities in the community range from small business support to Special Olympics sponsorship, we are especially committed to supporting educational programs, for they represent a long-term commitment to improving the quality of life for future generations. Only by passing on our knowledge to the youngand supporting them in their quest for new knowfedge--\u0026lt;an we ensure that our society stays competitive in the world marketplace and that our standards of living are maintained. Our honorees' creative solutions to the challenges of education are as varied as  . _, -  . \n..~-  I ,- 1990 Issue the students who have benefited from them. Gail Quinn of the Long Beach Unified School District, with support from government agencies and private industry, founded the country's first aerospace education curriculum for elementary and secondary school students\nLong Beach elementary -school students can now learn basic computer skills along with reading and arithmetic, while their high school counterparts work on hands-on projects in areas such as robotics. Hank Smith, a longtime SSD employee, was a cofounder of SSD's Advanced Career Training (ACT) program, in which SSD volunteers teach weekly after- Community Interface Program FOUR-POINT PLAN 1. To expand on existing employee lnvolv1m1nt and 1nrlchm1nt program. 2. To enhanc. relation, with cuatomer1, key government repreaentatlvea, and ag,nclH. 3. To achieve leader1hlp end HI 1tandud1 In asal1tlng bualneu organizations that Impact Rockwell's business Interest. 4. To support the private sector by Interacting with communities to ensure their economic 1tablllty. 16 .411111~ Rockwell P._~ International Spac Svstem1 01v111on A Journal Of The Community Interface Program BEST wishes-Joyce Jarrett, NASA director for Quality and Productivity, and Bob Minor, president, Rockwell International, Space Systems Division, sign c.rtlllcates of appreciation for ten outstanding Southern Callfornla educators. school classes to local high school students in professional fields ranging from technical writing to computer programming. Linda Kennedy, principal of Ward Elementary School in Downey, initiated a partnership with SSD that brought material and human support to the school, both in the classroom and out. Karen Allen of the Bellflower Unified School District has helped numerous disabled students pursue rewarding and productive careers in mainstream society. These people's accomplishments, and those of their peers, can play a crucial role in the future of America's space programand, for that matter, in the future of any field that demands an educated work force. Quiet innovations such as theirs rarely make big news, but they do make a big dif ference. In this brochure, we will highlight some of the people at Rockwell who are working to make a difference in our communities-and in doing so, we hope to inspire others to do the same. , so will only add to the problem.\" said Randow. \"Our theme 1s 'the decade for preparedness.' \" SSD and its primary customer, NASA, share a concern for the future of space study and exploration and know that the dream of expanded space exploration can never be rea lized without a new generation of scientists and engineers qualified to continue the work of their elders. The Community Interface Program (CIP) through its Four-Point Plan promotes the ultimate partnership of Rockwell, the private sector, and the customer. This yea r. Rockwell contributed thousands of dollars to the NASAsponsored Project LASER Mobile Teacher Resource Center, which travels around the country to provide teachers with software, videotapes, and stacks of printed material about aeronautics, astronomy, and space exploration for students of all ages. SSD's Building Excellence in Science and Technology (BEST) program is specifically geared to recognize educators who have endeavored to improve the quality of education. Working hand-in-hand with educators are the Rockwell International employees who voluntarily participate in programs such as the Rockwell Educational Advancement Program (REAP) to inspire students from preschool through graduate studies to believe in themselves and strive for higher levels of achievement. Workforce 2000 at SSD - A Direction not a Destination Another step is to ensure that existing employees are prepared to meet the requirements of evolving technology. Kirk McKenzie, director of Training, Affirmative Action and Services. supports the concept of \"life-long learning.\" \"We have developed the philosophy that throughout a person 's tenure there will still be a need for learning exposure, because skills become outdated,\" said McKenzie. \"Since 75 percent of the jobs here are of a technical nature, we need to anticipate where we're going and communicate these things to our people.\" Frank Chabre, vice president, Human Resources and Employee Communications, said Rockwell and the union are working together to come up with continuous improvement initiatives. \"We want our employees to be as strong as possible, and we want good people from the community to come in to take jobs,\" he said. \"Whether it's working in engineering or working in the community. when we all work together, it's a pretty powerful relationship.\" SSD and NASA team up to reward the cpllshments of Southern California educ.torL Standing, from left to rtght: Bob Minor, Joyce Jarrett, tuink Smith, EIIM Sandford, John Smith, Carol Fox, and Karen Allen. Seated, from left to rtght: Gall Quinn, Ernie Roy, Linda Kennedy, and Betty DeWolf. .... SSD Joins the Congressional Black Caucus to show support for aducatlonal development programs. Standing, left to right: Leon Tlpplna, Business Development\nJeanette Lax, Logistics Administration\nthrff Washington, D.C. area students and their t cher\nCarroll White, Logistics Operations and Support\nind Dr. Curtis Graves, NASA deputy director, Government ind Civic AffalrL ROCKWEU-CULTIVATED PROFESSIONAL PERSONNEL REAP TEACHER IMPROVEMENT PROGRAM {TIP) E~RYQ= Q ~ Q ,-----, r-----, ,--------, ,--------, COMMUNITY COi.LEGE  9ClHC( EXPOeUAI!  MATH.ENGINEEMN:1, ec,vca ACHIEVEM!NI'  ADYANCEDCAAIEEl'I  STATTECHNICAI. ., i EDUCATION DEVELOPWVff TIW-CACT) AOVISOAVco.MTTU  \"EOIONAL OH EDUCATION OCCUPATIONAL aESEAACH CSTAC!Aj PAOGRAw 1-,  IUIU\u0026gt;IHO EXCElUHCI ' YOCAT10HAl. SCIENCE\u0026amp; TECHHO..OOY BEST  CAREER DAY PROJECTS 'COUNSELING  MOTTVA T10N 'TOURS EOUCA110HAL PAOC3AAM  TEACHER IMPAOV!WEHT' ____________CV E_Pl ____ _ P_AO_G RA _w ___ SMALL 8lJSjNESS  HANDS-ON EXPERIENCE  WORK EXPERIENCE  EXPOSURE PROGRAr.15  SOENTIFIC CllYMPICI  CONFERENCES 17  ACT 3 ~ (T\\JEI)  DA TA ENTRY  ROP 20 HR (MON.fll)  COi.LEGE INTERNSHIP  VEP 20 ~ (MON .fRQ  STACER MONTK, Y WTD 101021-4U7 w cc i  ~ Aerospace Physical Science AEROSPACE TECHNOLOGY Units are integrated into the required LBUSD Science and Scope Sequence. Teachers use conceptual strategies, supportive activities, and industry resources to emphasize content. I. Atmosphere and Theories of Flight A. Characteristics of Atmosphere 1. Composition and behavior 2. Pressure, weight and density 3. Temperature and humidity 4. Wind and air currents 5. Effects of altitude and relative wind B. Theories of Flight 1. Bumoulli's Principle 2. Newton's Action and Reaction Theory II. Forces of Flight A. Lift 1. Angle of attack 2. Relative wind and air density 3. Wing area and airfoil design B. Drag 1. Angle of attack and boundary layer 2. Aspect ratio and velocity III. Aircraft Design and Structure A. Materials: wood, aluminum, steel, titanium, nickel, magnesium, ceramics, plastics B. Design: fuselage, tail, wings (subsonic - supersonic) IV. Stability and Controls A Stability 1. Positive, neutral, negative 2. Sensitivity of controls, dynamic and static 3. Longitudinal: relative wind, thrust, drag 4. Lateral: dihedral, keel effect, sweepback 5. Directional: vertical tail surfaces, center of gravity, throttle B. Flight controls: ailerons, rudder, elevators, trim tabs V. Aircraft Instruments A. Engine: oil pressure, fuel, manifold pressure, carburetor temperature gauges B. Aircraft: air speed indicator, magnetic compass, alitrneter, tum-and-back indicators, rate of climb indicator, artificial horizons C. Operating Principles: electrical and mechanical instruments VI. High Speed Flight A. Nature of Sound 1. Transmission and variations in speed 2. Mach number, subsonic, transonic, supersonic, hypersonic B. Transonic Zone 1. Air compression and variations in airstream pressure and velocity 2. Shock wave formation and effect on flight C. High Speed Design: thickness-to-chord and aspect ratios, structural strength, drag-lift, sweepback and delta planforms, geometric wings D. High Speed Heat Problems VII. Remote Sensing A. Earth Features: global techonics, landforms, snow-mapping, vegetation patterns, cultural features, ocean currents, meteorological motions B. Technological Coordination: search and rescue, communications, natural resources, vehicular tracking VIII. Careers: professional and technician PREPLAN Title: 3, 2, 1, Impact! Objective: Concept Science Teaching Secondary Activity Lesson Piao Concept: Objects theoretically accelerate toward the earth at 'g'. Forces such as air friction change the acceleration of a falling object. Process Skills Involved: communicating, comparing , organizing , relating , inferring Cognitive Skills Involved: knowledge, comprehension, synthesis Materials: stopwatch, graph paper, leaf, feather, golf ball, marble, etc. LESSON Introduction: Ask students to predict which will fall faster, a golf ball or a marble. Show video of \"hammer and feather\" experiment of the Apollo mission. What differences between earth and moon cause these objects to behave differently. Procedure: 1. Your groups should choose a strategy to drop an object and clock its time of fall to within 0.1 second or better. Consider a long-fall drop site, various releasing techniques, and reaction times associated with the timer you use. 2. Submit your plan to your teacher. 3. Measure the height and the falling times for your object using the approved methods. 4. Using your measured value for the height, calculate the theoretical time of fall for your object. Remember, this is the time it would take the object to reach the ground if there were no air resistance. 5. Using the graph paper, trace figure B, leaving out the actual speed v. time curve. Draw one vertical line from the theoretical time of fall for your height up to the theoretical speed v. time line. Draw the other vertical line from the actual time of fall up the theoretical speed v. time line. 6. Starting from the origin, sketch your approximation for the speed v. time curve, out to the point where it crosses the actual time line. The area of of your stippled region should be the same as that of the cross hatched-region 7. Draw a horizontal line from the upper right corner of the your stippled region over to the speed axis. Where it intersects the speed axis is the object's probable impact speed. 8. Repeat the procedure for other objects available. Discussion: 1. How did your graph for the marble compare to that of the golf ball? the leaf? 2. Compare your answers to others in class who have used the same objects. Are your answers similar or dissimilar? What could have affected your outcomes? 3. What would a speed v. time graph look like of a styrofoam cup dropped from the Empire State Building? Would it differ from that of a bowling ball? If so, how would they compare? Evaluation: 1 . Have students approximate (using their graphs) the time of impact of an object that you choose from the classroom. How does the material in \"slower objects compare to that of faster objects? 2. Have students write a proposal for materials to be used in rockets that are going to re-enter the earth's atmosphere. Purpose (relevance to society/technology): Re-entry of objects such as satellites and the space shuttle into earth's atmosphere must be predicted based upon many factors, including friction due to air resistance. Objects falling toward earth are affected equally by acceleration due to gravity, but air resistance acts on objects differently because of surface area, porosity, etc. IbOenaOc h ~ unified _tf school district \"'\" PREPLAN Instruction Department Office of Science Education Concept Science Teaching Secondary Activity Lesson Piao Concept Science Teaching Secondary Activity Lesson Plan PREPLAN Title: Apparent Weightlessness Objective: Concept: Microgravity exists in spacecraft orbiting the earth due to freefall. Microgravity can be simulated in classroom freefall experiments. Process skills involved: observing, communicating, comparing, organizing, inferring, applying Cognitive skills involved: knowledge, comprehension, application, analysis Materials: 2 Styrofoam or paper cups, 2 long rubber bands, 2 washers or other small masses, masking tape, large paper clip, water LESSOO Introduction: It is commonly believed that because astronauts aboard an orbiting space vehicle appear weightless, the pull of gravity upon them is zero. This condition is commonly referred to as \"zero-g\". While it is true that they feel weightless, gravity is acting upon them. It acts with almost the same magnitude as on the earth's surface. The key to understanding this condition is realizing that both the astronauts and the space vehicle are in free fall. Many students have experienced free fall on amusement park rides. The primary difference between such rides and the space vehicle is that the ride has no horizontal velocity (relative to the earth's surface) as it falls toward the earth, so iot eventually hits the earth. The horizontal velocity of the space vehicle ensures that as it falls toward the earth it also moves around the earth. It falls without getting closer to the earth's surface Both cases involve free fall. Procedure: Activity #1 1 . Knot together two rubber bands to make one long rubber band. Knot each end around a washer, and tape the washers to the ends. Bore a small hole about the diameter of a pencil through the bottom of a Styrofoam or paper cup. Fit the rubber bands through the hole from the inside. Use a paper clip to hold the rubber bands in place under the bottom of the cup. (See Fig. A) Hang the washers over the lip of cup. The rubber bands should be under some tension. 2. Drop the cup from a height of about 2 meters. Record your o bse rvatio ns. Activity #2 1. Remove the rubber bands from the cup you used in Activity #1 and fill the cup half-full with water, using your finger as a stopper over the hole. Hold the cup directly over a sink. Drop the cup in the sink. 2. Observe what happens to the water as the cup falls. Record your observations. Activity #3 1. Using a new cup, poke two holes through the ~ near the bottom of the cup. Hold the cup directly over a sink. Drop the cup in the sink. Observe what happens to the water this time. Record your observations. Discussion: Activity #1: What happens to the washers? Explain what caused the washers to act in this way. Activity #2: What happens to the water as the cup falls? Explain why the draining water acted as it did. Activity #3: What happens to the water as the cup falis? Explain why the draining water acted as it did. Evaulation: Suppose you were standing on a bathroom scale inside an elevator. Based on your observations in this activity, predict what would happen to your weight reading when the elevator: 1) Accelerated upward 2) Accelerated downward at an acceleration less than g 3) Moved upward at a constant speed 4) Moved downward at a constant speed 5) Accelerated downward at an acceleration greater than g Purpose: (relevance to society/technology) This concept illustrates articifical weightlessness. NASA uses this concept to simulated microgravity on earth in order to train new astronauts. I . ( 1 LONG BEACH UNIFIED SCHOOL DISTRICT DEPARTMENT: Science COURSE TITI..E AND NUMBER: Aerospace Physical Science 1-2 LENGTH OF COURSE: 2 semesters PERIODS PER WEEK: 5 CREDITS PER SEMESTER: 5 GRADE LEVELS: 9-12 PREREQUISITES: Admittance into the Aerospace Technology Magnet Program or 2.0 cummulative grade point average or better. GOALS The student will understand the nature of science. The student will develop scientific thinking processes (i.e., observing, communicating, comparing, ordering, categorizing, relating, and inferring). The student will be aware of the commonly shared values of the scientific community. The student will develop rational decision-making skills applicable to major issues of personal and public concern. The student will be aware of how the enterprise of science operates in the United States and elsewhere in the world (e.g., space exploration*). The student will be aware of the array of job prospects and interest areas within the science and technology arena (e.g., aerospace industry*). The student will understand the connections among the disciplines of the physical, earth, and life sciences. *Denotes concept that is supported with aerospace classroom activity. .' ( 2 The student will develop a strong sense of the interrelationship between science and technology and an understanding of the responsibility of scientists and scientific literate individuals to both present and future societies. The student will understand how physical and earth science concepts are important to the aerospace industry.* OBJECIJYFS The student will be able to define matter and identify its properties. The student will be able to identify the basic units of matter and explain where they came from. The student will be able to identify the principles that govern the interactions of matter. The student will be able to explain how chemical structure determines the physical properties of matter. The student will be able to explain what happens when substances change. The student will be able to identify the controlling factors of substance change. The student will be able to describe motion and identify the basic kinds of motion. The student will be able to describe force, identify its characteristics, and explain the relationship of force and motion. The student will be able to explain what machines do and the principles that govern their actions. The student will be able to describe energy and its characteristics. The student will be able to identify uses of energy (e.g., aerospace applications*) and explain the changes that occur when energy is used. The student will be able to describe heat energy, explain where it comes from, and identify its properties. *Denotes concept that is supported with aerospace classroom activity. 3 The student will be able to identify uses of heat energy (e.g., aerospace applications*). The student will be able to describe electricity and magnetism, identify their properties, and explain how they interact. The student will be able to identify uses of electricity and magnetism ( e.g., aerospace applications*) The student will be able to describe light  and identify its properties and sources. The student will be able to identify uses of light (e.g., aerospace applications*). The student will be able to describe sound and identify its properties and sources. The student will be able to identify uses of sound (e.g., aerospace applications*). The student will be able to identify objects in the universe and how these objects relate to one another. The student will be able to explain how the universe has evolved. The student will be able to explain how we learn about the contents and structure of the universe. The student will be able to explain how plate tectonics has shaped the evolution of the earth. The student will be able to identify the responsibilities of humans toward natural resources. The student will be able to describe the water cycle\nexplain how it affects the climate, weather, and life of the earth\nand how it affects surface features of the land and the ocean floor. The student will be able to describe the oceans. *Denotes concept that is supported with aerospace classroom activity. ! ( 4 The student will be able to explain how humans interact with the oceans and identify some long-term effects of human interactions with oceanic environments. The student will be able to identify the physical bases of the earth's climate and weather. The student will be able to explain how humans are affected by weather and climate, how to predict it, and how it can be altered by humans. METI-IODS AND MATERIALS USED IN TEACHING TIIB COURSE Basic Texts: Conceptual Physics, Addison Wesley Publishing Company, 1987 Chem Com, Kendall/Hunt Publishing Company, 1988 Focus on Earth Science, Merrill Publishing Company, 1987 LBUSD Approved Supplementary Materials (e.g., texts, videotapes, films, computer software, laserdiscs, etc.) NOTE: All physical science concepts are applicable to the aerospace industry. OUJLINE OF CONTENT AND TIME ALLOTMENT Semester One I. Mechanics A. Motion 1. Newton's Laws a. Law of inertia b. Force and acceleration c. Action and reaction B. Vectors 1. Projectile motion C Momentum D. Energy F. Gravity 1. Center of gravity a. Stability 2. Universal gravitation 3. Gravitational interactions F. Circular motion 1. Satellite motion *Denotes concept that is supported with aerospace classroom activity. 5 a. Circular vs. elliptical orbits* 2. Rotation vs. revolution* 3. Centripetal vs. centrifugal forces* 4. Simulated gravity* II. Matter (Chemistry) A. Atomic nature of matter 1. Elements 2. Atoms a. Nucleus b. Electrons 3. Molecules 4. Compounds B. States of matter 1. Solids a. Density* b. Elasticity* c. Compression and stretching* 2. Liquids a. Buoyancy* 3. Gases a. Atmospheric pressure* b. Boyle's Law* c. Bernoulli's Principle* (1) Lift (a) Angle of attack and boundary layer* (b) Aspect ration and velocity* (c) Relative wind and air density* ( d) Wing area and airfoil design C Temperature and heat 1. Temperature 2. Heat 3. Thermal expansion a. High speed heat problems* 4. Transmission of heat* a. Greenhouse effect* 5. Change of state Ill. Sound and Light A. Vibrations and waves 1. Transverse vs. longituidinal 2. Doppler effect* 3. Bow waves 4. Shock waves a. Formation and its effect on flight* *Denotes concept that is supported with aerospace classroom activity. B. Sound 1. Speed of sound* a. Mach number b. Subsonic, transonic, supersonic, hypersonic C Light 1. Color a. Atomic color code-atomic spectra b. Sunlight* D. Reflection and refraction F. Lenses 1. Telescopes a. Reflecting b. Refracting F. Diffraction and interference 1. Lasers Semester Two IV. Electricity and magnetism A. Electrostatics B. Electric Fields and Potential C Electric Current 1. Ohm's law a. Current b. Voltage c. Resistance D. Electric Circuits 1. Series 2. Parallel 3. Schematics F. Magnetism 1 . Magnetic poles 2. Magnetic fields a. Earth's magnetic field* F. Electromagnetic induction V. Atomic and nuclear physics A. The atom and the quantum 1. Photoelectric effect B. Atomic nucleus and radioactivity C Nuclear fission and fusion 1. Fission 2. Fusion VI. Earth in space A. Earth-moon system Denotes concept that is supported with aerospace classroom activity. I  7 1. Eclipses 2. Space exploration a. Race to the Moon b. Space shuttle* c. Space stations B. Solar system 1. Origin* 2. Sun 3. Planets 4. Other objects C Stars and Galaxies 1. Stellar astronomy 2. Stellar life cycles 3. Classification of stars 4. Origin of the universe VII. Atmoshpere A. Characteristics of the atmosphere 1. Composition and behavior 2. Pressure. weight. and density 3. Temperature and humidity* 4. Wind and air currents 5. Effects of altitude and relative wind* B. Weather and climate 1 . Factors of weather 2. The water cycle 3. Forecasting a. Remote sensing 4. Climatology VIII. Oceans A. Composition B. Currents 1. Remote sensing C Waves D. Tides F. Topography F. Deposits VII. Plate Tectonics A. Theory B. Plates and plate boundaries 1. Remote sensing* C Earthquakes *Denotes concept that is supported with aerospace classroom activity. \\ , 1 DEPARTMENT: Science COURSE TI'ILE AND NUMBER: Aerospace Biology 1-2 LENGTH OF COURSE: 2 semesters PERIODS PER WEEK: 5 CREDITS PER SEMESIBR: 5 GRADE LEVELS: 9-12 PREREQUISITES: Successful completion of Aerospace Physical Science with grade of \"C\" or better, meeting of Biology 1-2 prerequisites, or Teacher Approval. GOALS The student will understand the nature of science. The student will develop scientific thinking processes (i.e., observing, communicating, comparing, ordering, categorizing, relating, and inferring). The student will be aware of the commonly shared values of the scientific community. The student will develop rational decision-making skills applicable to major issues of personal and public concern. The student will be aware of how the enterprise of science operates in the United States and elsewhere in the world (e.g., space exploration*). The student will be aware of the array of job prospects and interest areas within the science and technology arena (e.g., aerospace industry*). The student will understand the connections among the disciplines of the physical, earth, and life sciences. *Denotes aerospace application. I .  l 2 The student will develop a strong sense of the interrelationship between science and technology and an understanding of the responsibility of scientists and scientific literate individuals to both present and future societies. The student will understand the effects of air and space flight upon the human body. OBJECTIVF.S The student will be able to identify the characteristics of living things. The student will be able to explain how the structures of living things perform their functions, interact with each other, and contribute to the maintenance and growth of the organism. The student will be able to identify the realtionships of living organisms and explain how living things are classified. The student will be able to explain how humans interact with other living things. The student will be able to identify the effects of air and space flight upon the human body. The student will be able to explain the biochemcial basis of life and metabolism. The student will be able to identify the component structures of cells, explain their functions, and explain how cells grow. The student will be able to explain how the characteristics of living things are passed on through generations and how heredity determines the development of individual organisms. The student will be able to explain how life has changed and diversified through time. The student will be able to identify the processes and patterens that characterize the evolution of life. The student will be able to identify ecosystems and explain how organisms interact in them. *Denotes aerospace application. \\ .  I 3 The student will be able to explain how energy flows within an ecosystem. The student will be able to explain how ecosystems change. The student will be able to identify the responsibilities of humans toward ecosystems. METIIODS AND MATERIALS USED IN TEACHING TI-IE COURSE Basic Text: BSCS Green Version: Biological Science: An Ecological Approach, Kendall/Hunt Publishing Company, 1987 LBUSD Approved Supplementary Materials (e.g., texts, videotapes, films, computer software, laserdiscs, etc.) OUJLINE OF CONTENT AND TIME ALLOTMENT Semester One I. The Biosphere A. Food Webs 1. Interactions of organisms B. Individuals and Populations 1. Abiotic and biotic factors 2. Limiting factors C Communities and Ecosystems 1. Ecosystem structure 2. Stability 3. Human influences D. Matter and Energy 1. Biochemistry 2. Photosynthesis and Respiration II. Continuity A. Cells 1. Structure 2. Function 3. Reproduction B. Reproduction 1. Sexual a. Meiosis b. Fertilization C Development *Denotes aerospace application. 4 1. Animal 2. Control of conception 3. Cancer D. Heredity 1. Mendelian genetics 2. Genes and chromosomes 3. Genes and DNA E. Evolution 1. Diversity, Adaptation, and Evolution 2. Natural Variation and Natural Selection 3. Forces of Evolutionary Change Semester Two III. Diversity and Adaptation A. Biological Classification 1. Prokaryotes a. Microorganisms and disease b. Bacteria, viruses, viroids, and prions 2. Eukaryotes a. Origin of mitochondria and chloroplasts b. Protists (1) Autotrophic (2) Heterotrophic c. Fungi d. Plants (1) Nonvascular (2) Primitive vascular (3) Seed plants e. Animals IV. Functioning Organisms A. Digestion and Ingestion B. Cellular Respiration C Nutrition D. Humans 1. Maintenance of internal environment a. Circulation ( 1) Cardiovascular function in microgravity* (a) Cardiovascular responses to lower body negative pressure is greatest during first three weeks of flight. Stabilization occurs by about the eighth week* (b) Changes in blood flow and compliance of the leg vessels (related to muscle) show rapid *Denotes aerospace application. I .  I 5 adaptations to first, weightlessness, then sudden return to one-g (c) Present length of space flights shows no deterioration of cardiac function, but longterm accumulation of cholesterol must be measured* ( d) Decrease in red blood cell mass is a constant occurrence during space flight* (e) Plasma volume decreases (f) Oxygen released by red blood cells increases (g) Minor structural chromosomal defects in blood cells seem not to significantly increase during flight* b. Metabolism ( 1) Metabolic functions in microgravity* (a) The ability to at relatively high levels (500kcal/h), without physiological problems, is reasonable for short periods* (b) The pacing of activities has been about 250kcal/h which, for long durations, has been comfortable (c) Fluid and electrolyte metabolism changes reach a stabilized condition of homeostasis* (d) Metabolism of bone minerals, protein, and carbohydrates show persistent lack of stability c. Immunity ( 1) Immunology in microgravity (a) Alterations in serum proteins is insignificant (b) Lymphocyte responsiveness decreases markedly on flight recovery* d. Gas exchange and excretion ( 1) Respiratory response in flight* (a) Above 10,000 feet the effects of hypoxia are significant: increase in breathing and pulse rate, dulling of sensory receptors, impaired vision, and decreased muscular control* (2) Lung cells exposed to weightlessness for two months showed only minor, insignificant changes e. Temperature regulation 2. Coordination a. Movement ( 1) Musculoskeletal function in microgravity *Denotes aerospace application. 6 (a) Increase in urinary calcium is similar to that found in prolonged bedrest (b) Significant loss of nitrogen and phosphorous is associated with observed reduction in muscle tissue ( c) Initial loss of mass in weightlessness will not prevent humans from sustained missions provided proper diet is maintained ( d) Mineral loss in bone occurs mostly in the lower extremities. This loss appears to stabilize after one to two months ( e) Muscles lose mass and minerals (f) Appropriate exercise can minimize loss b. Nervous System c. Endocrine System d. Behavior and nervous system ( 1) Neurophysiology in microgravity (a) Most humans going into microgravity experience some responses, varying from dizziness to incapacitating nausea (b) Humans are able to obtain adequate sleep over prolonged periods (c) Sleep quality diminishes during postflight periods ( d) In-flight tasks usually take longer at first than those conducted prior to flight* ( e) Performance adaptation in microgravity is very rapid (f) No evidence indicates that performance deterioration can be attributed to long-term exposure to microgravity* e. Drugs and behavior E. Plants 1 . Form and function a. Leaves and photosynthesis b. Stems and conduction c. Roots and absorption d. Growth e. Morphological adaptations to different environments 2. Maintenance and coordination a. Photosynthesis b. Respiration c. Biochemical and environmental control of growth *Denotes aerospace application. 7 V. Patterns A. Selection and Survival I. Populations a. Changes 2. Environments a. Succession and evolution in ecosystems B. Prehistoric ecosystems I. Environmental reconstructions 2. Evolution of life a. Human evolution C Biomes I. Climate a. Precipitation b. Temperature 2. Insolation 3. Human influences D. Ecosystems I. Terrestrial 2. Aquatic a. Freshwater b. Marine environments E. Human-shaped ecosystems 1. Human built ecosystems a. Cities and suburbs b. Agriculture c. Future ecosystems F. Humankind in the future 1. Human biology and behavior 2. Major issues in human ecology 3. Human technology in the future *Denotes aerospace application. J SCIENCE By the conclusion of the project period 1n 1991, at least 70 I of the Grade 4-12 students enrolled since October 15 w111 have completed with minimum competency8 the LBUSD Performance Based Assessment administered the last week of May/first week of June. 8H1nimum competency will be defined as an average of at least .....lQ1._ (Elementary/Middle) and _____.2!_ (~igh School) correct. PHYSICAL SCIENCE By the conclusion of the project period, 70 , of the grade 4-5 students enrolled in the magnet school progrm will score at or above an established competency score on each of four (4) teacher and student selected reportsb. The extent to which this objective is met will be determined by teacher records and verified by the site magnet facilitator. 8 Minimum competency will be defined as an average of at least _l_ on each report using the following scale: 4 Well beyond expectations for grade level\nextraordinary. 3 Does better than expectations for grade level\ncanpetent/fluent. 2 At level or average performance for grade level\nappears comfortable with demands of project . l Approaching average performance for this grade level\nsane skill/c0fl'4)rehension acquired. 0 Novice\nno evidence of relevant skill/comprehension . bScientific Method - Experimental Design Given a question or a problem, students will formulate a hypothesis, design an experiment, observe and draw conclusions frcrn the data. Process Skills Elementary: Observation, classification, comnunication, inference. Middle : Comparing, organizing, categorizing, relating, inferring, applying. Computer Technology for Scientific Purposes Having a product that reflects the use of canputers, laser discs, VCR's, calculators, and science equipment. Self-Assessment/Self-Esteem Student and teacher selected work will be placed in individual student portfolios. TECHLAB7 II PHYSICAL SCIENCE 11 I PROJECT RATING FORM FOR STUDENT ASSESSMENT Student: Grade: Scientific Method- Ski 11 Sb Sel f-AssessmeJt Experimental Process Computer Technologyc Self-Esteem Design I I I I IO QJ QJ Criteria C Ill \"' \"' .., - - 0 0. 0. .., Ill 0. 0. (to be developed) .I.l.l .-., C Ill ::, ::, QJ Cl V E E ... 0 C I I QJ C: Ill Ill Ill - 0 QJ Ill QJ \"' .c Ill QJ 0 V') ~ V') j .., .., - .., .., .., QJ V') QJ L - C Ill .., Ill - C - \"' L \"' Ill +-' Ol- Ol Cl) u Ill Ill u II\u0026gt; .., L Ill Ill Cl) L .... ::, Ill Ill \"U Ill \"' 3 u C C C QJ E - 0 0 Cl) ti# L 3 0 0 E 3 \\,. .c 0 0 Ill .D .c QJ QJ - C :, - Cl) . - ~ 0 . QJ ::, \u0026amp;. u QJ . QJ Ill 0. .D - .., - . \"U 4 u .D \"Cl 0 .! 0. .D 0 \"U u .D 0 \"U 0 L .., Ill o- -~ ~ - \"U \" 0 :, - .c 0 Cl) 10 .c - 0 Ill .. L - .c a. IO L L Q L,- ....I Cl a.. \u0026gt; a.. u c., a: ..J a.. \u0026gt; Cl ..J at: ID \u0026gt; a.. V') Cl l!l a.. u 3 ID 3 ::c 1. Abt llty to Implement a Plan of Action 2. Techn teal Skills/ Problem Solving 3. Understanding of Ideas Evidenced In Production 4. Understanding of Ideas Evidenced in Reflection 5. Quall ty of Work TOTAL Average - Total # of Criteria 8Given a question or problem, students will fonnulate a hypothesis, design an experiment, observe and record data and draw conclusions from that data . bObservation, classification, conmunication, Inference in elementary, comparing , organizing, categorizing, relating, Inferring, applying In middle . ~ving a product that reflects the use of computers, laser discs, VCR's calculators, and science equipment . Student and teacher-selected work will be placed in individual student portfolios . I L I \u0026gt;- Cl) -- 0. 0 E o Ill .C V') u V') Ol C4- Ill Ill - 0 0 0 . . QJ - \"U 0 \"\"Cl L C .c - 3 UJ a.. \u0026gt; 11/20/90 L O H Q B B A C K O H I P I B D 8 C K O O L ~ t ~ ~ x I c ~ llROSPACB TECHNOLOGY MAGNET PROGRAM PROPOSBD roa TBB MAGNET SCHOOL ASSISTANCB GRANT APPLICATtON TO TBB 0.8. DEPARTMENT OP EDOCATION APPLICATION FOR 2.QAT'IIU..n\"ID ..__,_  FEOERAL ASSISTANCE 12/4/89 95000-1886-AI ,. ,.,,.r,  - 2. Q.11'1 - ff Sl'AT'I SI.-\"-'- ~ ,.., :DP=-o- 89040822  Ow-  c:..r.- 4Q61'1_.., __ ,,___ ~~ ~ PR Award Its 165A90138 L~-- i..-- ~UM: Soec ia 1 Proiects Services USrottiy T:-~ S165A.,C'() 138-~ ____ ,,._r,1,,.._,ac,a_.,._.,..._ Long Beach Unified School District --i,.-=-i 701 Locust Avenue Dorothy T. Harper, Director Gail Quinn, Long Beach, CA 9J613 Special Projects Services Aerospace Tech no (2!3) 436-9931, Ext. 1322 Magnet Ext. 727 ----------- 7. ~a,~\\_,_, IIXl\")OT\u0026amp;.11 Jene, rn OCU'I ln 61 ol al I I al al 61 -I Ai I I A. -- M,_SCfWDO.... 9 5 - I 1.eo.- L Slam c.:r,.,_ ,,_,,,_,al~.._ c...._ J.-- .. ~ 01' -...c.r.1- 0.T- ll .,.,,.,r,_ ,. - 6jc.a,,,,,_ --- E- ~-- F-...... ..\n,,,,,n'-_, ., ~-.,., CD\"0Qr\"a:llt ~-- .. cx.i: 0  13.~C:-.:. ~ -~,,,, A. ~ A..C .. ~ .. -- c_,,.._o...a, 0~~ oi,..1-,.,,: L-01'-.--r, U.S. Depart::ient of E:ducat::.on/ ACC ioiash::.ngton, D.C. 20::.02 ''- :-.lT~- 01' --~ I s I 4 ll l ~ jS Al ,,. ~ mu c, ~ ~ ffl'L.E: Magnet Schools Assistance Program The Aerospace Technology Magnet Progra 12. -~ ..,\"\"0,ACT {C:,-. - - __ ,, Long Beac!-1 U:i i f:.ed Sc:1001 n:.sr:-ic~ \u0026amp;.~\"\"CACT: ,._ cco-,~ oosnncn ~ si.,o.. l!ndlnQ 0.. LAoc,lica,,c !11.~ 080190 073191 3 I, 32, 42 3 I, 32, .'.. _~ lL OT'7IIIA T'ID ~ I L is .-.,c,,,.roo, ~ -:-o,..,,..,. .,, -:T.lTI !DCJTl'IW caoa ~ oao:::ss-r .. i:-. 1  3,125,939 . QII .. -1:.5. ~ ~..:c\u0026gt;.~,.,-..:c\u0026gt;.:\"'CN WAS i.c.AD!: AV~\"\"\": \"\"\"E S-:-A\"l'c :XEC.ITil.1: ~ ,.:n ~ ~~ \"VIEW ,:i,. 11.\"-'t I ..QD CATI! 12 /i/89 ~si.. I ..QD II ,ci. D ~ IS MOT~ SI' !.C. 1Zl1'2 d.~  ..  O'I ~ MAS ,cir 3E9\u0026lt; ~ E1Y STA~ eOl'I 111:VlEW ~01,w  ..QD I. ~ .........  ..QD 11. S nta ~ ta.Jll0l.eff OIi ,,_ - .:Bn\n. :'CTAL  3,125,939 .QII CY . .., ... _.,_ Ci .., IL ro n,a IRST CII' - ~ - --- AU ::.i.r .... n.a ---=--~TIOOI AAII ~ - -=--:T. ,.. ~ ..... - CIULY ...,_..,,.,.. ~ ol1f o, n,a ~ \"\",.,.. --.x:ff ~ ~Y wm. noa TT.oooe:, ~..en\"' \"\"lf'II \u0026amp;G\u0026lt;ST.ucz ,s - I. r,,_ -al ---~WWW- 1 7 Leon E. Tavlor 1:i.r-\u0026lt;1111 Bus:.ness ~Iar:ac:,::- lc..-..-.cnor,a~ .'.. 36-9931 X II 89 d. ~,z\n\"'-lT -...o.a cQ,lllQl\"U NOi l..l,ACle .J Auttlonz9d !er ~I Reproduc:ion :3 ,~ ,\n,h ~IM'IC.lr\"C -\"Jlf'ffl ..,,4 \"C:\\t A 08 ~-oao .,.,, ,:wa .\n..re...., .a.. 1c\nstandard Form 424. Table of Contents. Budget Information MSAP Assurances TABLE OF CONTENTS Non-Construction Program .......... . Certification Regarding Debarment, Suspension, and other Responsibility Matters ...... . Certification Regarding Debarment, Suspension, Ineligibility, and Voluntary Exclusion .. Certification Regarding Drug-Free Workplace Requirements . . . . . . . . . . . Desegregation Plan Information. Supplemental Data Sheet. Abstract ... .  ..... Program Narrative. I. Background (green) A. City of Long Beach B. Long Beach Unified School District (LBUSD) C. LBUSD Voluntary Desegregation Plan 1 II. Needs Assessment. Goals. and Objectives (orange) . . . . 9 Need 1: The Reduction and Prevention of Minority Group III. Isolation Objective La. Need 2.a.l.: Strengthening the Knowledge of Academic Content 2.a.2.: The Underrepresentation of Minorities in Science and Math 2.b.: Developing Marketable Technical Skills 2.c.: Employment and Training Needs in the Aerospace Industry 3.a.: Evaluation of LBUSD Magnet Programs Objective 2.a. 2.b. Plan A. B. c. 2.c. 3.a. of Operation (beige) ...... . Management Plan Management Tirneline 26 Relationship of Project Objectives to Purposes of the Program D. Use of Resources and Personnel to Achieve Each Objective E. Equal Access and Treatment F. How Assistance Will Be Used to Promote Desegregation IV. Quality of Key Personnel (goldenrod) .......... 44 A. Overview B. Qualifications of Key Personnel c. Qualifications of Other Key Personnel to be Used in the Project _ D. Time Commitment of Key Personnel to Project E. Nondiscriminatory Employment Practices V. Quality of Project Design (blue) ............ 57 A. overview: The Aerospace Technology Curriculum 1. The Basic Skills for Physical Science and Physical  Science Laboratory . 2. Computer Technology and the Computer Technology Laboratory 3. The Pre-engineering Studies B. Aerospace Technology in the Elementary School 1. Content Knowledge in Aerospace Science 2. Content Knowledge in Computer Technology c. Aerospace Technology in the Middle School 1. Content Knowledge in Aerospace Science and Technical Algebra 2. Content Knowledge in Computer Technology 3. Content Knowledge in Pre-engineering Studies 4. The Technology 2000 Laboratory D. Aerospace Technology in the High School 1. Content Knowledge in Aerospace Biology, Aerospace Physical Science, Descriptive Geometry and Technical Writing 2. Content Knowledge in Computer Technology 3. Content Knowledge in the Pre-engineering Studies 4. The Technology 2000 Laboratory E. Instructional Approaches and Time 1. Cooperative Learning 2. Teachers Expectations for Student Achievement (TESA)\nformally entitled Equal Opportunity in the Classroom 3. The Academic and Non-Academic Student Recognition Program 4. Amount of instructional time F. The Staff Training Plan G. The Planning Component to Evaluate the LBUSD Magnet Program H. Bringing St~dents from Different Backgrounds Together I. staff Experience in and Knowledge of curriculum Development and Desegregation Strategies J. Addressing Educational Needs Appropriate to Students Enrolled K. Parental Decision-making and Involvement VI. Budget and Cost Effectiveness (lt pink) ......... 114 VII. Evaluation Plan (gray) ..... . . . . . . . . . . . . VIII.Adequacy of Resources (purple). . . . . . . . . . . IX. x. Commitment and Capacity (yellow) .. . . . . . . . . Special Consideration (drk pink). A. Recentness of the Implementation of the Approved Desegregation Plan . . . . B. c. D. E. Involvement of Minority Group children Need for Assistance Degree of Achievement Collaborative Efforts 116 120 122 127 BUDGET INFORMATION~ Non-Construction Programs GIii ................ ..... ,,..,. ~.,...,. . 11n1,.._ A IIUOCllf  ' -  ~-: 1......WUr blgN4,_. ....... ................ DeandcA ....... Adhlllr ..... ...... ..... .., .. ...... ....... .. , .... Ca) ~ (\u0026lt;) (d) (e) (f) ti\u0026gt; 1 I I I I I vcA,'P DI. I l\nC A 1 l'.Vi Q1Q 3.125 939 J. J. .. I. TOl'MS I I s I I 'l J?CQ'lQ .. J?t\n, O'lO - H~ -IIUOGITCAffGOAIU --f\\lNC'IIOIIC.ACIMI\\'  .,....anac.. ....... ,. ... .. ........ (I) (!) ()) (4) m I I I s I I 1/,,I\ni,.7Q I 11,.(,, 1.,1. It. ............. 204 .4 78 204 .4 is C. , ..... .. ., \" ... .. ...... 594. 151 594 .151 D\".1'7 ')')g rJ')'J \".l\".ID - t C..edliill It 1cn ?nn I co ?1\\1\\  c. ,~ .... . - .. . .. ... -- 73459 73,45~ L , ............ OllwllC.--ofle-1111 'L00S.102 1 .oos. ,h2 .. ....... ~ 120.837 120} 837 t. TOT AU (lull! of II end II ) I I s s I 1 _12'i 939 , .... 3.125.9H I,. ,... ___ s I I I I --- ~ ,_, SECIIONC NON-fEDUAL mouaas __ .... - . -- -- -IO'f.11. ..  I  .. , .. \"  - IJ. TOTAU (luaof ...... lelld 11) I I I SECTION D  fOIIECASTtD CASH NEEDS IL,.._.. ...... , .. ,_ -- -- -- S 3 125.939  1.196.889 I 602.738 I 602,7 39 ............ IS. TOTAL (waofliMI 1J 111111114) I 3,125,939  I. 196,889 I 602,738 I 602,738 I SECIION E  IUDGET ESTIMATtS Of FEDERAL FUNDS NEEDED FOR aAlANCE Of THE NOJECT ,., ......... .......... ---....... (d'\"-\" \"\"'1Mt4 11.  I I 17. IL , .. JI. TOTAUC.U-of..._111t) I I I SECTION f. OTHEI IUDCiET INFOIIMA TION . \u0026amp;Ana\u0026lt;hNdltioMIShee11rf'--Y) JI. DnctO..-: ,. Ill. ..... a....-: 120,837 RateS.012% 3. . . 005, 102 1J. ...... Capital outlay is deducted from the direct charges. the result is the base, which is indirect coat rate. . Aulhorlzed fo, local Reproduction  I --  602.737 I 602,737 ... , .... I  multiplied by the flf 424A t4_..I .... I ,......-,oi,ac...A-... ' THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories The Elementary Level: 4 Schools Magnet Enrollment 1720 pupils Object Class Number Cost a) Personnel/Certificated 1. site Manager/ 4 46,520 Computer Specialist 2. Physical Science 4 38,717 Teacher Specialist 3. Summer Teacher 3 $25 per hour Specialist in X 6 weeks X Physical Science 4 hours 4. Year-round 4 tracks $25 X 4 Intersession hours X 8 Teacher Specialist weeks (2 intercess-ions) 5. Classroom Teachers/Summer School 3 schools $25 X 4 X 3 hours X 6 teachers weeks per school=9 6. Classroom 1 school Teachers/Year Round X 3 Intercession teachers 7. Teacher Training: Stipends For participation in training that takes place after duty-hours or duty work year a. Sensitivity to Interacting with Diverse Populations b. Advanced Cooperative Learning X 4 tracks=12 25 49 $25 X 4 hours X 8 wks (2 intercessions) $13.71 X 6 hours $13.71 X 6 hours Total 186,080 154,868 1,800 3,200 5,400 9,600 2,056 4,031 Explanation supervision and instruction at school site instructor for Physical Science Lab implementation of a summer science program implementation of a summer science program implementation of a summer science program implementation of a summer science program training for teachers new to the program more training on equal status interactions c. TESA d. Computer, laser disc, hypercard, scanner, CD-ROM, and network administration training 8. Teacher 25 25 $13.71 X 6 hours $13. 71 X 30 hours 44 $100 X 5 Training: Substitute classroom days Teachers teachers to release classroom teachers \"Essential Elements of Instruction\", the Aerospace Curriculum, and Strategies for lesson delivery 9. Additional curriculum Writing a. Computer Technology Component 1. Lego Logo 2. Hypercard for the Apple GS b. Aerospace Science Sub-Total/Personnel 3 3 3 $25 X 40 hours $25 X 40 hours $25 X 40 hours 2,056 10,283 22,000 3,000 3,000 3,000 $410,374 training for teachers new to the program required training for project and classroom teachers new to the program teacher training carried out during school hours for purpose of teachers learning new content and software designated in the instructional lesson accompanying course outlines. The Madeline Hunter Model is used. To keep course content current with technology, and student level of competency. As students become knowledgeable and proficient, course outlines will need to be modified/updated to keep pace with student abilities and new information b) Fringe Benefits/Certificated (sheets attached) Sub-Total/Personnel and Benefits d) Equipment Juan Bautista Alvarado School 1. COMPUTER LAB a. A2P6015/A Apple IIGS 1MB RGB Professional System Includes Apple IIGS CPU (1MB) (A0012LL/A) Apple 3.5 Drive {A9M0106) Apple 5.25 {A9M0107), Apple Color RGB Monitor {A2M6014) A2B2092 Apple II Video Overlay Card A2P6020/A IIGS Hard Disk B0103LL/A Macintosh IICX Hard Disk 40 Portrait Includes Macintosh IICX Hard Disk 40 CPU (M5610), Apple Keyboard (M0116), Portrait Display and Video Card (M0119) b. M5335/A Macintosh SE Hard Disk 40 CPU (2MB) w/Apple Keyboard 32 1 1 1 8 1,466 385 1,055 4,768 2,470 82,764 $493,138 46,912 385 1,055 4,768 19,760 Mandated by employees bargaining unit as a part of Teacher contract effective through August 1991 Items a-hare required to implement coursework, and to share files and printers c. B0098LL/A S0MB-SE/30 AppleShare File Server system (for Apple II, Macintosh \u0026amp; MOS-DOS Workstations) Includes Macintosh SE/30 Hard Disk 80 CPU ( 4MB) (M5361) , Apple Keyboard (M0116), AppleShare File Server 2.0 (M054S/B) , LocalTalk Locking Connector Kit-dins (M2068), AppleShare Print Server (M0576), Aristotle (A2D2059), Apple Share IIGS Workstation Software (A2D2060), Network Administrator Reference Guides (A2F2011), AppleShare Print Server Reference Guide (A2F2031), Aristotle Reference Guide (A2F2035), Apple II Workstation Reference Guide (A2F2040) d. A9P0521/A ImageWriter II Network Printer Includes ImageWriter II Printer (A9M0320), ImageWriter II/LQ LocalTalk Option (A9B0314), LocalTalk Locking Connector Kit-dins (M2068) e. M6210 LaserWriter IINT w/Toner Cartridge and letter cassette 1 5,125 5,125 3 505 1,515 2 3,174 6,34S f. M5098/A Apple Tape Backup 40SC w/cables for Internal Hard Drives Includes Apple Tape Backup 40SC {M2640/A), Apple SCSI System Cable {M0206), Apple SCSI Cable Terminator {M0209) g. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive {M2700/A), SCSI System Cable {M0206), SCSI Peripheral Interface Cable {M0207), SCSI Cable Terminator {M0209) h. M6023 Apple Scanner w/cables Includes Apple Scanner {A9M0337), SCSI Peripheral Interface Cable {M0207), SCSI System Cable {M0206), and SCSI Cable Terminator {M0209) i. A2M2058 Apple II 256K Memory Expansion Kit j. Hayes Modem V9600 k. Farallon PhoneNet Connectors #PN208 1. Farallon Cable Adaptors rn. Farallon Sound Digitizer n. Pioneer Videodisc Player (LB-V4200) 2 2 2 32 1 50 2 1 1 1,105 923 1,343 111 905 23 5 134 1,161. 2,210 1,846 2,686 3,552 905 1,150 10 134 1,161 for networking system to be used in instruction o. Zenith TV Monitor Receiver, Color 25\" diagonal screen p. Wall-Mounted Rack, black enamel for 25\" TV and VCR includes installation q. Video cassette recorder-player, VHS format, 1/2\" table model, with 14 function wireless remote control. Front load, professional heavy-duty industrial quality. Front controls. Panasonic Model AG-1230 r. Projector, Overhead, 10\" X 10\" optical stage with 14\" f/3.5 lens, fan cooled, attached 3 wire cord approximately 16 feet long, dust cover, 75 hour rated lamp. 3M Model 313 r. Projection Screen, pull down, wall mount, 60\" X 60\", matte surface, includes brackets. Draper \"STAR\" s. Data Display for Apple IIGS 2 580 2 210 1 350 1 160 1 40 1 1,500 1,160 420 350 160 40 1,500 for students to view the instructional lesson for purposes of preplanning instructional lessons to be placed on the teacher station for teacher directed instruction installed on computer for purpose of viewing the instructional lesson on projection screen t. Bose Roommates 1 pair 250 250 to amplify Speakers audio from CD-ROM player which will enable students to hear lesson without use of headphones u. Furniture 1) Student desks 32 375 12,000 ( 3 2 II) with lock down devices to fit Apple GS computer systems per specifications attached in appendix 2) Student desk 8 350 2,800 (32\") with lock down devices to fit Macintosh SE computer systems, per specifications attached in appendix 3) Chair, 40 11.29 452 classroom, stacking, one piece plastic shell, chrome frame, Dutch Blue 4) Table, printer 5 480 2,400 to house laser per specifications printer and attached in ImageWriter appendix Network Printer 5) Teacher station 1 500 500 for purposes of unit (on casters) teacher to hold computer, directed CD player, instruction laserdisc player, scanner, and overhead projector 2. PHYSICAL SCIENCE LAB a. A2P6015/A Apple 12 1,466 17,592 Items a - are IIGS 1MB RGB required to Professional System teach course Includes Apple IIGS content and CPU (1MB) software\nand (A0012LL/A) Apple to share files 3.5 Drive (A9M0106, and printers Apple 5.25 Drive (A9M0107), AppleColor RGB Monitor (A2M6014) A2B2092 Apple II 1 385 385 Video overlay Card A2P6060/A IIGS Hard 1 1,055 1,055 Disk A2M2058 Apple II 12 111 1,332 256K Memory Expansion Kit b. B0098LL/A SOMB-SE/30 AppleShare File Server system (for Apple II, Macintosh \u0026amp; MOS-DOS Workstations) Includes Macintosh SE/30 Hard Disk 80 CPU ( 4MB) (M5361), Apple Keyboard (M0116), AppleShare File Server 2. O (M0548/B), LocalTalk Locking Connector Kit-dins (M2068), AppleShare Print Server (M0576), Aristotle (A202059), Apple Share IIGS Workstation Software (A2D2060), Network Administrator Reference Guides (A2F2011), AppleShare Print Server Reference Guide (A2F2031), Aristotle Reference Guide (A2F2035), Apple II Workstation Reference Guide (A2F2040) c. A9P0521/A ImageWriter II Network Printer Includes IrnageWriter II Printer (A9M0320), ImageWriter II/LQ LocalTalk Option (A9B0314), LocalTalk Locking Connector Kit-dins (M2068) 1 1 5,125 5,125 505 505 d. M5098/A Apple Tape Backup 40SC w/cables for Internal Hard Drives Includes Apple Tape Backup 40SC (M2640/A), Apple SCSI System Cable (M0206), Apple SCSI Cable Tenninator (M0209) e. M6023 Apple Scanner w/cables Includes Apple Scanner (A9M0337), SCSI Peripheral Interface Cable (M0207), SCSI system Cable (M0206), and SCSI Cable Terminator (M0209) f. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) g. Pioneer Videodisc Player (LB-V4200) h. Zenith TV Monitor Receiver, Color 25\" diagonal screen i. Video cassette recorder-player, VHS format, 1/2\" table model, with 14 function wireless remote control. Front load, professional heavy-duty industrial quality. Front controls. Panasonic Model AG-1230 2 1 1 1 1 1 1,105 1,343 923 1,161 580 350 2,210 1,343 923 1,161 580 350 to be used in instruction for students to view the instructional lesson for purposes of preplanning instructional lessons j. Projection Screen, pull down, wall mount, 60\" X 60\", matte surface, includes brackets. Draper \"STAR\" k. Video camerarecorder, VHS. (physical science lab) Two zone autofocus, AV input for recording from TV. To include, Battery Pack, AC adaptor, pause control remote unit, 300 to 75 Ohm transformer, A/V cable, AV converter connector, Battery pack charging connector, VHS coaxial cable, carrying case and shoulder strap. Panasonic Model AG-170 1. Data Display for Apple IIGS m. Bose Roommates Speakers n. furniture 1) Student desks (36 11 ) with lock down devices to fit Apple GS computer system per specifications in appendix 1 1 1 1 pair 12 40 1,500 1,500 250 378 40 1,500 1,500 250 4,536 One camera is required to take pictures of students doing hands-on activities for purposes of comparing the results of investigative work Installed on computer for purpose of viewing the instruction lesson on projection screen to amplify audio from CD-ROM player used in teacher directed instruction 2) Chair, classroom, stacking, one piece plastic shell, chrome frame, Dutch Blue 3) Table, printer per specifications attached in appendix 4) Teacher station unit (on casters) to hold computer, CD player, laserdisc player, scanner, and overhead projector 5) Wall-Mounted Rack, black enamel for 25\" TV and VCR includes installation 6) Table, lab, 30 X 72\" per specifications in appendix 12 11.29 1 480 1 500 1 210 6 190 Monroe, Cleveland, and Buffum Schools 1. Additional equipment needs consistent with coursework descriptions in program narrative and first year equipment purchases a. A2P6060/A Apple IIGS Hard Disk 2 X 3 schools= 6 1,055 135 480 500 210 1,140 6,330 to house laser printer and ImageWriter Network Printer for purposes of teacher directed instruction one for the computer lab and one for the physical science lab b. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) 3 c. A2M2058 Apple II 3 schools 256K Memory X 32 Expansion Kit computers in computer lab and 12 computers in the physical science lab= 132 d. M6023 Apple 3 Scanner w/cables schools Includes Apple Scanner (A9M0337), SCSI Peripheral Interface Cable (M0207), SCSI System Cable (M0206), and SCSI Cable Terminator (M0209) e. Pioneer 3 Videodisc Player schools {LB-V4200) f. B0103LL/A 1 per Macintosh IICX Hard 3 schools Disk 40 Portrait Includes Macintosh IICX Hard Disk 40 CPU (M5610), Apple Keyboard (M0116), Portrait Display and Video Card (M0119) 923 2,769 111 14,652 1,343 4,029 1,161 3,282 4,768 14,304 for teacher directed instruction through technology in the computer lab for teacher directed instruction in the computer lab for teacher directed instruction in the computer lab g. Projector, 3 schools overhead, 10\" X 10\" X 2 labs optical stage with = 6 14\" f/3.5 lens, fan cooled, attached 3 wire cord approximately 16 feet long, dust cover, 75 hour rated lamp. 3M Model 313 h. Projection Screen, pull down, wall mount, 60\" X 60\", matte surface, includes brackets. Draper \"STAR\" i. Teacher station unit (on casters) to hold computer, CD player, laserdisc player, scanner, and overhead projector 3 schools X 2 labs = 6 3 schools X 2 labs = 6 160 40 500 j. Data Display for 3 schools 1,500 Apple IIGS X 2 labs = 6 k. Bose Roommates Pair of Speakers 1. Science Equipment such as assorted apparatus and balances: specific Gravity, measurement, weight, instrumentation, solar, electrolysis, heat, work, and light Sub-Total/Equipment 3 schools X 2 labs = 6 3 schools 250 5,000 960 240 3,000 9,000 1,500 15,000 $239,472 for teacher directed instruction in the computer and physical science lab for purposes of teacher directed instruction installed on computer for purpose of viewing the instructional lesson on a screen to amplify audio from CD-ROM player as used in teacher directed instruction for hands-on activities in the physical science lab e) Supplies 1. Additional software 2. M0132 40 MB Tape Backup Cartridge (box of 5 pre formated cartridges) 4 schools X 2 labs per school= 8 4 APPLE PRINTER 3. A9G0331 ImageWriter II Color Ribbon (box/6) SUPPLIES: 4. A2M0077 Cloth Ribbon (DMP) (box/6) 3 per computer lab+ 1 per physical science lab X 4 schools= 16 3 per computer lab+ 1 per physical science lab X 4 schools= 16 30,000 240,000 139 556 59 944 44 704 There is other software that has not been selected yet. This is because all software has not been evaluated for this type of program. Schools will be involved in the selection process which includes piloting/testing the software prior to determining which items will be approved for purchase. LASERWRITER PRODUCTS: 5. M0139 LaserWriter II Legal Cassette 6. M6002 LaserWriter II Toner Cartridge 7. Scanner Replacement Lamp 4 schools and computer labs X 2 = 8 4 schools and computer labs X 2 = 8 4 schools X 3 per computer lab and 1 per physical science lab X 2 = 32 125 1,000 90 720 25 600 8. Supplies 4 2,500 10,000 . Xerographic paper . Pencils . Lined white paper . Pens . File folders . Index and library cards . Diskettes/microcomputer. Pendaflex folders . Tape . 3-ring notebooks . Transparencies . Envelopes . Chart paper and posterboard . Film . Notes/post it . Videotape 9. Science Conswnables 10. Lego TC Logo Starter Kits includes interface, software, slot card, teacher's guide, student guides, reference guides\none kit for 4 students Apple IIGS #1092 4 X 1720 students 9 25 485 172,000 4,365 Introduction to robotics in computer lab and Lego Logo, Logo programming in the physical science lab 11. Lego TC Logo: Technic Control I for up to 24 students includes 12 Technic Control I sets of optosenors, volt motors, counting wheels and activity cards and 12 manual control units 12. Classroom sets of resource books for computer lab 13. Classroom sets of resources books and posters for physical science lab Sub-Total/Supplies h) Other 1. Postage 2. Xeroxing/ printing costs Sub-Total/Other 4 2,223 4 1,000 4 2,000 1720 .25 X 10 students mailings 1720 .03 X 10 students mailings X 10 sheets TOTAL DIRECT/Elementary 8,892 4,000 8,000 $451,781 4,300 5,160 $ 9,460 resources for creating teaching lessons to be implemented in computer lab resources for, the lab instructor to plan experiments as part of teaching lesson student recruitment and parent involvement bulletins student recruitment and parent involvement bulletins THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories The Middle School Level: 2 Schools Student Enrollment: 1,951 pupils Object Class Number a) Personnel/Certificated 1. Site Manager/ Computer Specialist 2. Career Counselor .50 DeMille .50 Bancroft 3. Physical Science Teacher Specialists 4. Technology 2000 Lab Specialist - Pre-Engineering Studies 5. Summer Teacher Specialist - Applied Physical Science and Mathematics 6. Teacher Training: Stipends a. Sensitivity to Interacting with Diverse Populations b. Advanced Cooperative Learning c. TESA 2 1 2 2 2 X 2 teachers per school 10 25 25 Cost 48,734 49,026 38,714 38,714 6 wks X 4 hrs X $25 per hour $13.71 X 6 hrs $13. 71 X 6 hours $13.71 X 6 hours Total 97,468 49,026 77,434 77,434 2,400 823 2,057 2,057 Explanation program monitoring and computer instruction assisting students with career path\nliaison w/industry Instructors for Physical Science Lab Instructors for Exploring the World of Technology in the Technology 2000 Lab to implement special summer program Training for teachers new to the program More training on equal status interactions Training for teachers new to the program d. Computer, laser 10 $13.71 X 30 4,113 For teachers disc, hypercard, hours new to the scanning, CD-ROM, program and network administration training 7. Teacher Training To develop and/or Curriculum and/or revise Writing: new course Substitute Teachers outlines which to release include the classroom teachers learning of software programs and equipment a. Aerospace 3 $100 X 5 1,500 Biology days b. Aerospace 3 $100 X 5 1,500 Mathematics and days Technical Algebra c. Technology 2000/ 3 $100 X 5 1,500 The World of days Technology d. Aerospace 6 $100 X 5 3,000 Pre-CAD and Lego days Logo 8. Curriculum Writing Teams: Computer Technology, Aerospace Science, and Pre-Engineering Studies - Aerospace Pre-CAD 6 $25 X 40 6,000 and Lego Logo hours integrated in the Physical Science Laboratory - Technology 2000 3 $25 X 40 3,000 Lab/Introduction to hours Manufacturing Technology Sub-Total/Personnel $329,312 b) Fringe Benefits/ Certificated (sheets attached) Middle School Sub-Total/Personnel and Benefits d) Equipment 1. Bancroft computer Lab a. A2P6015/A Apple IIGS 1MB RGB Professional System Includes Apple IIGS CPU (1MB) (A0012LL/A) Apple 3.5 Drive (A9M0106 Apple 5.25 (A9M0107), Apple Color RGB Monitor (A2M6014 b. A2B2092 Apple II Video Overlay card c. A2P6020/A IIGS Hard Disk 15 1 2 31,737 $361,049 1,466 21,990 385 385 1,055 2,110 Part of employment contract Required to implement Lego Logo coursework, and utilize software not , available for the Macintosh (Note: Computer Labs are Macintosh Labs. DeMille has Apple IIE and GS equipment and therefore does not need additional equipment) DeMille and Bancroft Computer Labs: Additional equipment needs d. B0103LL/A Macintosh IICX Hard Disk 40 Portrait Includes Macintosh IICX Hard Disk 40 CPU (M5610), Apple Keyboard (M0116), Portrait Display (M0404), and Portrait Display Video Card (M0119) 2 4,768 9,536 To implement parent involvement component through home-school communication regarding the magnet e. A2M2058 Apple II 256K Memory Expansion Kit e. M6033/A Apple CD SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) f. M6023 Apple Scanner w/cables Includes Apple Scanner (A9M0337), SCSI Peripheral Interface cable (M0207), SCSI System Cable (M0206), and SCSI Cable Terminator (M0209) g. Pioneer Videodisc Player (LB-V4200) 39 2 2 2 111 923 1,343 1,161 4,329 1,846 2,686 2,322 To increase memory of Apple IIGS computers purchased with MSAP funds 1989-90. There are 12 Apple IIGS in each physical science laboratory and 15 (see la above) Apple IIGS requested for Bancroft's Computer  Lab. This will enable the project to utilize new software. To be used for instruction in the computer lab 2. Projector, 4 160 640 For teacher overhead, 1011 X 10\" directed optical stage with instruction in 14 II f/3 .5 lens, fan the computer cooled, attached 3 and physical wire cord science labs: approximately 16 projectors will feet long, dust go on the cover, 75 hour teacher station rated lamp. 3M Model 313 3. Projection 2 schools 40 160 Screen, pull down, X 2 labs wall mount, 6011 X = 4 60\", matte surface, includes brackets. Draper \"STAR\" 4. Teacher station 2 schools 500 2,000 For purposes of unit (on casters) X 2 labs teacher to hold computer, = 4 directed CD player, instruction in laserdisc player, the computer scanner, and and physical overhead projector science labs 5. Science 2 schools 5,000 10,000 For hands-on Equipment such as activities in assorted apparatus the physical and balances: science lab specific gravity, measurement, weather, instrumentation, solar, electrolysis, heat and work, light 6. Furniture: 15 375 5,625 Student desks (32\") with lock down devices to fit Apple GS computer systems per specifications attached in appendix 7. Chair, classroom 15 11 165 stacking, one piece, plastic shell, chrome frame, Dutch Blue Sub-Total/Equipment $ 63,794 t e) Supplies 1, Additional software 2. M0132 40 MB Tape Backup Cartridge (box of 5 pre formated cartridges) 3. Apple Printer Supplies: A9G0331 ImageWriter II Color Ribbon (box/6) 4. A2M0077 Cloth Ribbon (DMP) (box/6) 5. LaserWriter Products: M0139 LaserWriter II Legal Cassette 2 schools 30,000 X 3 curricul-um componen-ts 2 3 per computer lab+ 1 per physical science lab X 2 schools 3 per computer lab+ 1 per physical science lab X 2 schools 2 schools X 2 computer labs 139 59 44 125 180,000 278 1,112 352 500 There is other software that has not been selected yet. This is because all software has not been evaluated for this type of program. Schools will be involved in the selection process which includes piloting/testing the software prior to determining which items will be approved for purchase. 6. M6002 LaserWriter II Toner Cartridge 7. Scanner Replacement Lamp 2 schools X 2 computer labs 2 schools X 4 labs 90 360 25 200 8. supplies 2 2,500 5,000 . Xerographic paper . Pencils . Lined white paper . Pens . File folders . Index and library cards . Diskettes/microcomputer. Pendaflex folders . Tape . 3-ring notebooks . Transparencies . Envelopes . Chart paper and posterboard . Film . Notes/post it . Videotape 9. Science Consumables 10. Lego TC Logo Technic Control I: Includes 404 elements with two 4,5 volt motors, two optosenors, two counting wheels and five activity cards (1090) 11. Classroom sets of resource books for computer lab 12. Classroom sets of resources books and posters for physical science lab 13. Pre-engineering Studies 425 students 5 2 2 a. Graphic 425 Representation students course 25 138 1,000 2,000 25 10,625 690 2,000 4,000 10,625 Lego Logo computer coursework Resources for creating teaching lessons to be implemented in computer lab Resources for the lab instructor to plan experiments as part of teaching lesson Velum paper, regular drawing paper, mechanical pencils and lead, masking tape, erasers, pencil pointer refills, sketching pencils and paper, ink, miscellaneous tools b. Materials Systems course 425 students 15 10,625 Miscellaneous hand tools, hardware (rivets, screws, washers, etc.), wet and dry sand paper, steel wool, crucibles, tool steel, aluminum, assorted topes and dies, pop rivets, solder, files, jewelers saws and blades Sub-Total/Supplies h) Other 1. Postage 2. Xeroxing/ printing costs Sub-Total/Other 1951 .25 X 10 students mailings 1951 .03 X 10 students mailings X 10 sheets TOTAL DIRECT/Middle School $226,367 4,878 5,853 $10,731 $661,941 student recruitment and parent involvement bulletins student recruitment and parent involvement bulletins THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories The High School Level - 1 School Object Class Number Cost Total a) Personnel/Certificated 1. Site Manager 2. Career Counselor 3. Computer Technology Teacher Specialist 4. Technology 2000 Lab Teacher Specialist: a. Introduction to Manufacturing and Technology b. Fabrication/ Modular Automation/ Prototyping/CAD 5. Aerospace Physical Science Teacher Specialist 6. Summer Teacher Specialist - Applied Physical Science and Mathematics 1 1 1 1 1 4 59,384 49,026 38,717 38,717 38,717 6 wks X 4 hrs X $25 per hr 59,384 49,026 38,717 38,717 38,717 2,400 Explanation Program implementation and supervision liaison at the high school. This is an actual salary. Programming magnet coursework and identifying student's career path (350 students) Instructors for magnet coursework To implement special summer program 7. Curriculum Writing of Writing Team detailed course Additional Hourly content into Salary: lesson plans a. Aerospace 2 24 hrs X $25 1,200 Biology (1 year) per hr course b. Fabrication/ 3 40 hrs X $25 3,000 Modular Automation/ per hour Prototyping/CAD (1 year) course c. Electronics/CAD 3 24 hrs X $25 1,200 (1 semester) course per hour d. Descriptive 3 40 hours X 3,000 Geometry (1 year) $25 per hour course e. Technical 3 40 hours X 3,000 Writing ( 1 year) $25 per hour course 8. Curriculum 14 $100 per day 7,000 Development: use of X 5 days substitute teachers to release teachers for writing 9. Teacher Training To implement Stipends: training program for teachers new to MSAP program a. Sensitivity to 5 $13.71 X 6 411 Interacting with hrs Diverse Populations b. Advanced 5 $13.71 X 6 411 Cooperative hours Learning c. TESA 5 $13.71 X 6 411 hours d. Integrating 25 $13.71 X 30 10,283 Required Technology - hours training for Computer, laser teachers new to disc, hypercard, the program and scanner, and the for classroom CD-ROM, throughout teachers who the teaching participate in lessons of newly follow-up lab developed Aerospace activities and Magnet curriculum reinforce activities taught in the classroom Sub-Total/Personnel $256,877 b) Fringe BenefitsL 51,447 Mandated by Certificated employees (sheets attached) bargaining unit as a part of Teacher contract effective through August 1991 Sub-Total/Personnel $.3o.~,32L/ and Benefits d) Equipment 1. Computer Lab: Hardware a. M5740LL/A 32 5,071 166,432 To implement Macintosh II Ci DeskTop Hard Disk 80 CPU Publishing, ( 4MB) High-Tech Presentations, and Integrated application coursework b. M0116 Apple 32 90 2,880 Keyboards c. M0404 Apple 32 769 24,608 Macintosh Portrait Display d. 80MB AppleShare 1 5,836 5,836 File Server System (for Apple II, Macintosh \u0026amp; MS-DOS Workstations) Includes Macintosh IIcx Hard Disk 80 CPU (4MB) (M5680), Apple Keyboard (M0116), Apple High Resolution Monochrome Monitor (M0400), Macintosh II 1bit Video Card (M0504), AppleShare File Server 2. O (M0548/B), Local Talk Locking Connector Kit-dins (M2068), AppleShare Print Server (M0576), Aristotle (A2D2059), Apple Share IIGS Workstation Software (A2D2060), Network Administrator Reference Guides (A2F2011), Apple Share Print Server Reference Guide (A2F2031), Aristotle Reference Guide (A2F2035), Apple II Workstation Reference Guide (A2F2040) e. M0403 Apple 32 62 1,984 Universal Monitor Stand f. A2P6015/A Apple 5 466 2,330 To implement IIGS IMB RGB Technic II Professional Factory Systems: Includes Automation Apple IIGS CPU, portion of Lego Apple 3.5 drive, TC logo into Apple 5.25 drive, robotics and Apple Color RGB content of Monitor World of Manufacturing coursework g. A2B2092 Apple 1 385 385 II, Video Overlay Card h. M6210 2 3,174 6,348 LaserWriter IINT w/Toner Cartridge and letter cassette i. M6033/A Apple CD 1 923 923 SC w/cables Includes Apple CD SC Drive (M2700/A), SCSI System Cable (M0206), SCSI Peripheral Interface Cable (M0207), SCSI Cable Terminator (M0209) j. M6023 Apple 1 1,343 1,343 Scanner w/cables Includes Apple Scanner (A9M0337), SCSI Peripheral Interface Cable (M0207), SCSI System Cable (M0206), and SCSI Cable Terminator (M0209) k. Hayes Modem 1 905 905 V9600 1. Farallon 25 23 575 for networking PhoneNet Connectors system #PN208 m. Farallon Cable 2 5 10 Adaptors n. Farallon Sound 1 134 134 Digitizer o. Pioneer 1 1,161 1,161 to be used in Videodisc Player instruction (LB-V4200) p. Zenith TV 2 580 1,160 for students to Monitor Receiver, view the Color 25\" diagonal instructional screen lesson g. Wall-Mounted Rack, TV, VCR, black enamel for 25 11 TV and VCR includes installation r. Video cassette recorder-player, VHS format, 1/2\" table model, with 14 function wireless remote control. Front load, professional heavy-duty industrial quality. Front controls. Panasonic Model AG-1230 s. Projector, Overhead, 1011 X 10\" optical stage with 14\" f/3.5 lens, fan cooled, attached 3 wire cord approximately 16 feet long, dust cover, 75 hour rated lamp. 3M Model 313 t. Projection Screen, pull down, wall mount, 60 11 X 60 11 , matte surface, includes brackets. Draper \"STAR\" u. Data Display for Mac II 2 1 1 1 1 210 350 160 40 2,245 420 350 160 40 2,245 for purposes of preplanning instructional lessons Installed in computer, teacher uses for purposes of viewing the instructional lesson on the projection screen v. Bose Roommates 1 pair 250 250 To amplify Speakers sound coming from CD-Player which will enable students to hear elements of lesson without using headphones 2. Furniture a. Student desk 32 350 11,200 (32\") with lock down devises to Macintosh SE computer systems, per specifications attached in appendix b. Chair, 32 11.29 361 classroom, stacking, one piece plastic shell, chrome frame, Dutch Blue c. Table, printer 2 480 960 to house laser per specifications printer and attached in Imagewriter appendix Network Printer d. Teacher station 2 500 1,000 For purposes of unit (on casters) teacher to hold computer, directed CD player, instruction in laserdisc player, computer scanner, and coursework and overhead projector in the physical science lab 3. Pre-Engineering To implement Studies: Materials coursework: Systems/CNC/CAM Materials System a. Computer 2 8,995 17,990 Numerical Control (CNC) DynaMyte Model 2200 (attachment) for milling and drilling b. Forging Furnace c. Crucible Furnace d. Sandmiller e. Molder Tools and Flasks f. Mig Welder g. Welding Stations (10) includes regulators, plumbing, stainless piping, and safety (Broadhead and Garrett) h. Robotics Hardware package: Scorbot-er II Sub-Total/Equipment e) Supplies 1. Additional software 1 1 1 1 1 1 2,000 2,600 1,200 2,000 25,000 5,000 3 curri 30,000 culum componen-ts 2,000 2,600 1,200 2,000 25,000 5,000 $287,290 90,000 To implement robotics units into curriculum There is other software that has not been selected yet. This is because all software has not been evaluated for this type of program. Schools will be involved in the selection process which includes piloting/testing the software prior to determining which items will be approved for purchase. 2. LaserWriter Products: M0139 LaserWriter II Legal Cassette 3. M6002 LaserWriter II Toner Cartridge 4. Scanner Replacement Lamp 6 125 750 6 90 540 2 25 50 5. Supplies 1 2,500 2,500 . Xerographic paper . Pencils . Lined white paper . Pens File folders . Index and library cards . Diskettes/microcomputer. Pendaflex folders . Tape . 3-ring notebooks . Transparencies . Envelopes . Chart paper and posterboard . Film . Notes/post it . Videotape 6. Science Consumables 7. Lego TC Logo Technic Control II: Includes 458 elements with three 4.5 volt motors, two optosenors, two counting wheels activity cards and six light elements 8. Classroom sets of resource books for computer lab 9. Classroom sets of resources books and posters for physical science lab 350 25 students 5 195 1 1,000 1 2,000 8,750 975 1,000 2,000 For 3 pre-engineering classrooms, Technology 2000 lab, computer and physical science Advanced robotics and factory automation as a part of Introduction to Manufacturing Technology Coursework Resources for creating teaching lessons to be implemented in computer lab Resources for the lab instructor to plan experiments as part of teaching lesson 10. Pre-engineering Studies a. Graphic 350 Representation students course 25 8,750 Velum paper, regular drawing paper, mechanical pencils and lead, masking tape, erasers, pencil pointer refills, sketching pencils and paper, ink, miscellaneous tools b. Materials systems course 350 students 15 5,250 Miscellaneous hand tools, hardware (rivets, screws, washers, etc.), wet and dry sand paper, steel wool, crucibles, tool steel, aluminum, assorted topes and dies, pop rivets, solder, files, jewelers saws and blades 11. Textbooks a. Descriptive 35 25 875 To implement Geometry students new coursework b. Technical 35 25 875 Algebra students Sub-Total/Supplies $124,190 h) Other 1. Postage 3685 . 25 X 10 9,213 student students mailings recruitment and parent involvement bulletins 2. Xeroxing/ 3685 .03 X 10 11,055 student printing costs students mailings X recruitment and 10 sheets parent involvement bulletins 3. Installation of 25,000 welding stations Sub-Total/Other $ 45,268 TOTAL DIRECT/High School $7 /\n,S, tJ-7~ THE AEROSPACE TECHNOLOGY MAGNET PROGRAM BUDGET DETAIL Section B - Budget Categories Object Class Number a) Personnel/Certificated 1. Project Manager (100%) 2. Assistant Director, Research (10%) 3. Program Specialist (.05) a) Personnel/Classified 4. Public Information and Recruitment Facilitator (.50) 5. Computer Graphics Technician (. 75) 6. Programmer (15%) 1 1 1 1 1 1 Central Office Cost Total 58,262 58,262 6,383 6,383 2,906 2,906 20,000 20,000 18,200 18,200 8,540 8,540 Explanation Implementation and supervision of project Evaluation of the districtwide plan to improve and magnets aRd summative evaluation of Aerospace Technology Magnet Project Student recruitment and marketing Developer of printed materials for student recruitment and marketing Access student achievement and other data in the evaluation of 15 magnets 7. Secretary (100%) 1 $2000 X 21,700 Typing of 10.85 pay public periods information, curriculum, evaluation, testing, teacher training material a. Clerk Typist .50 10,322 (. 50) b. Temporary Office 1 $10 per hour 3,600 Worker X 360 hours Sub-Total/Personnel $149,913 b) Benefits Applies to personnel according to , employees contract for employment\nsheets to calculate are attached 1. Certificated 12,395 2. Classified 26,135 Sub-Total/Benefits $ 38,530 d) Egyi12ment Portable Macintosh 1 3,595 3,595 For the {M5350) director to record the minutes of the Technical Advisory Committee and Site Parent Advisory meetings, and to take to conferences to record input of sessions Sub-Total/Equipment $3,595 Object Class f) Contracts 1.a. Maintenance of computer equipment b. Visiting Evaluation Teams: 2 \"outside magnet practitioners\" per team X 15 teams X a 9 day evaluation process consisting of site observations, interviews, and report writing Airfare: 3 trips X 15 people X $500 average 3 trips X 15 people X $200 average Hotel: 55 nights@ $80 Total Cost 50,000 70,000 22,500 9,000 4,400  Explanation The district will use a time and materials warranty on an open purchase order basis. on site warranty includes $75 trip charge, $60 per hour labor, plus parts. Loaner equipment will be supplied if repairs take longer than 24 hours. Carry-on is at $60 labor per hour, plus parts. This contract would begin when the 90 day Apple warranty terminates. NOTE: The district is assured a one year warranty with Apple dealers will be finalized if the project is funded, thereby reducing maintenance cost. The Planning Component to evaluate LBUSD magnet programs is 10% of the Direct Costs (MSA Acts P.L. 100-297: Section 3010). The evaluation process is described on pages 98-100 of the Program Narrative. Fifteen LBUSD Magnet Programs will be evaluated in 1990-91. The process is conducted by contracted visiting evaluation teams composed of magnet school practitioners from cities who have outstanding magnets. Cost cover the salaries of \"magnet practitioners\" for 9 days (3, 3 day evaluation sessions} Per diem: 55 nights @ $60 3,300 Sub-Total/Contracts $159,200 e) Supplies Office Supplies - xerographic paper, pens, pencils, file and pendaflex folders, envelopes, videotapes, diskettes, and tape Sub-Total/Supplies h) Other 1. Mileage@ .24 per mile, 500 miles annually 2. Xerox/printing cost@ .025 per sheet 3. Postage@ .25 per unit 4. Office Phone $200 X 12 months Sub-Total/Other TOTAL 25,000 $ 25,000 200 1,000 2,000 4,800 8,000 $384,238 Supplies for public information and recruitment, curriculum, training, and evaluation materials development Project Manager to travel to seven sites, industry, and community college, university sites Recruitment, curriculum, training, and evaluation material production Public Information materials MAGNET SCHOOLS ASSISTANCE PROGRAM ASSURANCES In accordance with section 3007 of Title III of the Elementary and Seco~dary Education Act of 1965, the applicant hereby assures and certifies that it agrees-- Cl) to use funds made available under the Magnet Schools Assistance Program for the purposes specified in section 3007 of Title III of the Elementary and Secondary Education Act of 1965: (2) to employ teachers in the courses of instruction assisted under the Magnet Schools Assistance Program who are certified or licensed by the State to teach the subject matter of the courses of instruction: (3) that it will not engage in discrimination based upon race, sex, religion, color, national origin or handicap in the hiring, promotion, or assignment of its employees or other personnel for whom it has any administrative responsibility:, (4) that it will not engage in discrimination based on race, sex, religion, color, national origin or handicap in the mandatory assignment of students to its schools or to courses of instruction within its schools expect to carry out the approved plan: (5) that it will not engage in discrimination based upon race, sex, religion, color, national origin or handicap in designing or operating extracurricular activities for students: and (6) that it will carry out a high quality educational program that will encourage greater parental decisionrnaking and involvement.       FOR THOSE APPLICANTS THAT HAVE PREVIOUSLY APPROVED DESEGREGATION PLANS ONLY. The applicant hereby assures and certifies that it is implementing that desegregation plan as approved. Long Beach Unified School District Organization Name Dr. E. Tom Giugni, Superintendent of Schools Name and Title of Auth:rize~sentative .Ls:f ~\nSignature Fll Date/ ' ASSURANCES - NO~ONSTRUCTION PROGRAMS Note: Certain of thne assurances may not be applicable to your project or procram- I! you have questions, please cont.a.ct the awardin( .,ency. Further, certain Federal awlJ\"dil:li qencie may ~uire applicants to certify to additional auurance1. I! 1uch ii the cue, you will be notified. ~ the duly authorued representative o( the applicant I certify that the applicant: 1. Hu the leral authority to apply (or Federal aui.ttanc:e, \u0026amp;Ad the institutional, znanaaeri\u0026amp;l and financial capability (incl udini funds 1ufficient to pay the non-Federal share of project coital to ensure proper planninf, mana1eme11t and completion of the project detcribed in t.hiJ application. 2. Will pv, the awlJ\"dil:li qency, the Comptroller C.11eral o( the United States, and if appropriate, t.he State, throll(h any authorued representative, acce11 to and the richt to examine all record , boolu, papen, or docume11t1 related to the award\nand will establilh a proper accountinc 1ystem in \u0026amp;CCQrdance with renerally accepted accountinr sta.odardJ or arency dinctivH. 3. Will establish safeiuards to prohibit tmployfft Crom u1in1 their po1itio111 (or a purpoH that conJtitutes or present.I the appearance o(penonal or orpniutional conflict o( intere1t, or personal pin. 4. Will initiate and complete the work within the applicable time Crame after receipt o( approval or the a wardin( \u0026amp;1911C)'. 5. Will comply with the I11ter1overnm1ntal Personnel Act o( 1970 (42 U.S.C. H 472S..763l relatini to prescribed standard, (or merit 1ystema (or prorrama funded under 0111 o( t.he nineteen statutes or reruJatioru specified in Appendix Ao( OPM's Standard, (or a Merit System o( Pert0D11el .Ad.ministration (5 C.F.R. 900, Subpart F). S. Will comply with all Federal ltatutet relatinc to 11011discriminatio11. TheM include but are not limited to: (al Tit.le VI oft.he Ciril Ri(hta Act of 196-4 (P.L. 88-3S2l which prohibit.I discrimination 011 the buit o( race, color or n.ational oriiin\n(b) Title IX or the Education Amendment.I o( 1972, u amended (20 U.S.C. H 1681-1683, and 1635-1686), which prohibitl cwcrimin.atio11 on the buit o( 11x\n(cl Section 504 oflh. Rehabilitation Act or 1973, u amended (29 U.S.C. I 79-4), which prohibit, cfa. crimi.natio11 on the buiJ of handicaps\n(d) the Ap Di1erimination Act of 1975, at amended (42 U.S.C.U 6101-6107), which prohibit, di1crim ination on the basil of qe\n(el the Drue AbUM Office and Treatment Act or 1972 (P.L. 92-255l, u amended, relatinf to nondiscrimination 011 the buit o( drur abUH\n(n the Compreheruive Alcohol AbUH and Alcoholism Pnvention, Treatment and Rehabilitation Act of 1970 (P.L. 91-616l, u amended, r,latin( to 11ond.ixrimination on th1 buiJ o( alcohol abuse or alcoholitm\n\u0026lt;1l ff 523 and 527 o(the Public Health Service Act of 1912 (42 U.S.C. 290 dd-3 and 290 ff 3), u amended, relatinr to confidentiality of alcohol and drur abUM patient records\n(hl Title VIIl of tht Civil JUihta Act or 1968 (42 U.S.C. t 3601 et Hq.), a, amended, relatin1 to nondiscrimination in the salt, rental or financinr of hou1in1\n(i) any other 11ondi1crimination proi.liona in the specific 1tatute(1l under which application ror Federal auutance it beinr made\naod (j) the requirement, o( any other 0011d.iJcrimination 1tatute(1) which may apply to the application. 7. Will comply, or hu already complied, with the ~uinmentl o( Titles II and III o( the Uniform Relocation Aui1tanc1 and Real Property Acqui1ition Policies Act o( 1970 (P.L. 91-646) which provide for (air and equitable treatment or perso111 displaced or whose property is acquired u a result .o( Federal or federally assisted programs. These requirement.I apply to all interest.I in real property acquired for project purposes re1ardle11 o(Federal participation in purchase, . a. Will comply with the provision, or the Hatch Act (5 U.S.C. H 1501-1508 and 7324-7328l which limit the political actiYitiet o( employeu who11 principal tmplo,m.nt activitie1 are funded in whole or in put wit.h Federal (undl. 9. Will comply, u applicable, with the provisions or t.he Davu-B\u0026amp;con Act (40 u.s.c. H 276\u0026amp; to 276a- 7), the Copeland Act (40 U.S.C. t 276c and 18 U.S.C. H 87-4), and the Contract Work Hours and Wety Standards Act (40 U.S.C. ff 327-3331, re-prdinl labor 1t.and.ardl (or federally assisted c:on1truction subail'ffmenta. Stancwd Form Ocl ,, ... , Pr-.cnbed bl' OUI Ctc:ular A-102 Authorized for Local Reproduction n2 Certification Regarding Debarment, Suspension, and Other Responsibility Matters Primary Covered Transaction$ This certification is required by the regu!alx)ns implementing Ex8CU!iva Order 12549, Debarment and Suspension, 34 CFFI Part 85, Section 85.510, Participants' responsibili5es. The regu!alions were ~ as Part VII of h May 26, 1988 federal Register (pages 19160-19211). Copies of the regu!alions may be obtained by c:ontac!i'9 h U.S. Deparunent of Ech.calion, Grants and Contracts Service, 400 Maryland Avenue, s.w. (Room 3633 GSA P.egionaJ Office Builang No. 3), w~ D.C. 20202-4725, telephone (202) 7322505. (BEFORE COMPLETING CERTIACATION, READ INSTRUCTIONS ON REVERSE) (1) The prospective prrnary partx:ipant certifies 10 the best of its krowiedge and belief, ttiat it and its ~pals: (a) /.le not presendy debarrad, suspended, proposed for deba1Tner4. declared ineigbe, or wuitariy exd!Xled from covered transactions by arr\nF1lderaJ department or agency\n(b) Have not wihn a ttne-year period precadng ltu proposal been convidsd of or had a civi jl.01T)ent rerdered aoam them for ccmmission of frau:l or a criminal offense in comection witl otJtai'ir9, attempti9 1D obtin, or perlormr,g a putii\n(Federal, Stals or local) nnsaction or conlTad l6-cler a put:k b'anSaction\nviola.lion of Federal 01 State anlW1JSI SlallJ!8S or commission of embezzlement, 1hett, forgery, lri:lery, ta!sificatjon or deslndion of r8COf'ds. maJo:i'1g false s!alements, or receivn\nl Slelen p.-operty\n(c) /.le not presentty indici9d for or OM'MSI Ctinnally or cM1y 0'larQ8d by a goverm,enlaf entity (Federal, Stals or local) wilh commission of arr\nof the offenses eruneral8d in para~ (1 )(b) of ltu carUcaoon\nand (d) Haw not wittll'I a ttne-year period ~ ltu ~saJ had one or more puti,c nnsactions (Federal. Slate or local) IBrminaled to.- cause or defa1il. (2) 'Nhere the prospect.-e ~ par1ldpant is ll'atje 10 certify 10 arry al the Sta!emenls in lhs C8ftikation, such prospective participant shall attad'lan8x\nw,aliontcltui:roposat. Long Beach Unified School District Magnet Schools Assistance Program O~Name PP.'Award ~be( or Project Name Dr. E. Tom Giugni, Superintendent of Schools C1 ED Fool! GCS-OOS. (REV.12,U) Certification R~ardlng Debarment, Suspension, Ineligibility and Voluntary Exclusion Lower Tier Covered Transactions This certffi:alion Is recred by the regualions inplementing ~ Order 12549, Debannent and Suspension. 34 CFR Part 85, Section 85.510, Participants' responsibi~Ues. The reo,.ialions Wffl pubished as Part VII of h May 26, 1988 EederaJ BeQister: (pages 1916(}19211). Co~e, of the regualions may be ob!ained by contacting h person 10 wndl tis proposal is submilltd. (BEFORE COMPLETING camFlCATION, READ ~UCTIONS ON REVERSE) (1) The prospective lower tier participant C8ftffies, by stbnission of !his proposal, tat neilher ~ nc, its principals are p-esentty deba.'red, , susperded, proposed lor debarment, declared ine6git,e, ' ~ exdooed from pam:ipallon in this nnsaction by arr, Federal depar1ment 0( agency. (2) Where the prospedlve lower * participant is ir,al:lle 10 carllly ti arr, of h statements in tis cer1iGcallon, sud'1 prospecUve participant shall altadl an expar,ab 10 tis~- Long Beach Unified School District Orgarwtion Name Magnet Schools Assistance Program PPJAward Punbef ' Project Name Dr. E. Tom Giugni, Superintendent of Schools Name and Tille of Autlorized R:Z-\n.. /f~_r- GJ ED Foon GCS-009, (REV. 12i18) Certification Regarding Drug-Free Workplace Requirements Grantees Other Than Individuals Thia CC't1\u0026amp;adcn ii raqwnd by tha regula.dom lmplement1ng tlw Orug-r~ Workpaca Ad ol 1981, 34 en Part 85, Sw,pan F. The ~na. pul:,lilbad in the January\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"bcas_bcmss0837_1000","title":"\"Aerospace Technology Magnet School Program,\" Little Rock School District","collection_id":"bcas_bcmss0837","collection_title":"Office of Desegregation Management","dcterms_contributor":null,"dcterms_spatial":["United States, 39.76, -98.5","United States, Arkansas, 34.75037, -92.50044","United States, Arkansas, Pulaski County, Little Rock, 34.74648, -92.28959"],"dcterms_creator":null,"dc_date":["1989/1992"],"dcterms_description":null,"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Little Rock, Ark. : Butler Center for Arkansas Studies. Central Arkansas Library System."],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Office of Desegregation Monitoring records (BC.MSS.08.37)","History of Segregation and Integration of Arkansas's Educational System"],"dcterms_subject":["Little Rock (Ark.)--History--20th century","Little Rock School District","Education--Arkansas","Education--Finance","Educational planning","Magnet schools","Aviation Education Programs (U.S.)"],"dcterms_title":["\"Aerospace Technology Magnet School Program,\" Little Rock School District"],"dcterms_type":["Text"],"dcterms_provenance":["Butler Center for Arkansas Studies"],"edm_is_shown_by":null,"edm_is_shown_at":["http://arstudies.contentdm.oclc.org/cdm/ref/collection/bcmss0837/id/1000"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["documents (object genre)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":"\n \n\n\n\n\n\n\n\n  \n\n\n   \n\n   \n\n\n   \n\n\n   \n\n\n\n\n   \n\n\n\n\n   \n\n\n\n\n\n\n\n\n\n\n   \n\n   \n\n \n\n\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n \n\n\n   \n\n  \n\n  \n\nThis transcript was created using Optical Character Recognition (OCR) and may contain some errors.\nLittle Rock School District Aerospace Technology Magnet Program The Little Rock School District's Magnet Schools Assistance grant applicatioo presents a dynamic plan fer implementation of a grade 7-12 Aerospace Techndogy Magnet Program in three (3) junior high schools and the new Aerospace Educatioo Center. The Center comtines a museum of aviatioo histcry with a grade-12 Aerospace Technology Schc:d a, a 19.8 acre tract at the Little Rock Regirnal Airpcrt adjacent to the main terminal, Falca, Jet, and Arkansas Aerospace. CoUabcratively develcped with the Aerospace industnest\u0026gt; and. Campaign Leadershipb\u0026gt;, foor universities\u0026lt;=\u0026gt; and the U.S. Department rJ Educatirn~Federal Aviatirn Administratirn (FAA), this magnet program t~.d. i~\nt'\\()\\:) . . targets the rlia ),T'lg of s dents fer 1mmed1ate employment ag/i/er postsecondary education in either engineering technology er airway science. As illustrated belCM', students are pro.lided a wide range ct choices fer career develcpment in a,e of nine areas at an entry, technician, er prctessirnal level: Aerospace Engineering Technology Aviation Airway Science (FAA)  Manufacturing  Airway Canputer Science  Computer Science  Airway Science Management  Mechanical  Aircraft Maintenance  Electronics  Aircraft Systems  Professiooal Pilct Majer Arkansas aer05pace emplC1fers and the FAA have identified techndogical CCOJpatirns and the skill base students need for future emp1C1jment. LRSD has inrorpcrated the skill base into a highly integrated prograrn/cnll'se sequence ca,sisting ci Academic Instructioo, Work-Based Leaming, Werksite Experience, and Infom,ation and Guidance. All magnet students will take a a:rnmrn academic ccre of sequenced courses whid, indude six years ci applied mathematics and science (mere than required for grap.~~ keyed to proouc:t engineering and flight/space cmcepts, two er more years ci a language signtflcant to ou1 glcLaJ catipeatl've mariEetpaee sud, m Jl!lpm,ese o ~\nand Applied Canmunication. In ccmputer netwerked laooratcries, students will access and ca,trd content, applicatirns, and infcrmatirn in the areas ci rocotics, bio astronautics, systems simulatirn, CA.DJ CAM, publishing, werd processing, teleca rn nunicatioo5\u0026gt; material science, and aerooynamic:s. Students will produce presentatirn material by' impcrting soond, graphics, digitized phctographs to hypercard er laserdisc stacks ci their c:wn aeatirn. In Science, students will ca,dud hands-on investigatioo5\u0026gt; manipulate scientific instrument5\u0026gt; and cdlect/analyze data a) Arkansas Aa-ospac~ Rohr Industries, Falcon Jet, Midcoast. Ceitral Aying Service b) Membership attached c) l 1niversities of Ari\u0026lt;ansas at Little Rod and Pine Bluff, Heid~n S\\ate University, Southern Aritansas Unive-sity TECH. . . Student Progression in the Aerospace Technology Magnet \"Linking the Curricular Path to Work\" Level 1- Aerospace Education Entry-Level Center Employment Grad(s\nJ\n2 ..  Support Analyst  Enginee\n, -~ T __ ..._ __ , y -~  Quality Analyst or  CAD Operator  Airway Science \u0026amp; Professional Pilot  Hazardous Material Specialist ! t I ' ' Level II  Advanced \u0026amp; Speclallzed Training Technical Careers  Southern Arkansas University TECH  Associate Engineer I - Associate of Applied Science Degree 181 and/or Advanced Certificates cone yNr after  Tool Designer Associate Degree) ..  Quality Technician i - Aviation Maintenance  Hazardous Material T earn Leader  UALR - Electronics Engineering Technology - Mechanical Engineering Technology I ' ' Level Ill - Baccalaureate Programs Professional Careers  UALR - Manufacturing Engineering  Production Engineer - Computer Engineering ..  Manufacturing Engineer  Liaison Engineer  Henderson State University  Design Engineer - Aircraft Systems Management  Quality Engineer - Professional Pilot  Environmental Engineer I - Airway Science Management I - Airway Computer Science\nI using the crit1cal thinking skills d cbservaticn, canmunicating. romparing, a-denng. categorizing. relating, inferring, and applying. Specialized curricula related to each cf the nine career cptirns has been developed to meet OCXl.lpation specific knONledge and emerging techndogy requirements. Students will be trained on the joo thrrugh partidpatia, in industry and aitpcrtbasecl internship programs. All students Will be educated to higher levels than ever be/ere. The vehide for CXXllpatia,aJ c:ertiftcatia, is achievement cf the U.S. Department of Laba-'s SCANS ary's Canmissia, cf Achieving Necessary Skills) five workplace ccmpetendes, Resources, lnterpersaial Skills. lnfcrmation, Systems, and Technology\nand the g of Certificates cf Initial Mastery (CIM). An assessment system based a, SCANS Kno.v-Ho.v and rumulative resume, which reports results. will be the permanent reccrd cf genuine student attainment of CIM and future employment. In addition, program a:rnpletion in a chosen OCXl.lpatia,aJ majer will enatie students to receive advance university credit and c:cntinuatia, of the engineering er airway Science career trade thrwgh associate cf Science and bac:caJaureate degree programs. [ I I I I I I I As yoo cxnsider the fine merits a this highly a::ilal:Drative magnet program, please keep in mind the thrusands ci students it Will:enable to gain state-of-the-art I techndogical skills. encourage to ca,tinue their educatia, thrwgh Artirulattrn Agreements, and iP fill key manufacturing and FAA jchs so vital to the future ci this I nation to a:rnpete in the wald market. s Ji \"_,_ \" [N,,. \\J..~ ,. ~ ,._ ..... ~~ c......, _,,_, \\. l'W \\ ~ ,.= ~\\. c.~ \\ ~0~ ...... J I $.\u0026gt;--\u0026gt; I I I I I I I I I. J ~~~t~ 7'0 ~ Background Information A Greater Metropolitan Little Rock Greater Little Rock's four county Metropolitan Statistical area (MSA) is the cehter of the second fastest growing region in the United States. Its central location is within 550 miles of forty percent of the United States buying power and population. The $1.3 billion dollar Arkansas Navigation System, one of the nation's largest water development projects, is a 445 mile waterway providing year-round access to ports on the Arkansas River from the Mississippi River to Tulsa, Oklahoma. The 1,500 acre port with its industrial harbor Foreign Trade Zone -14, and the United States Customs Port of Entry are an indication of the increasing importanc  Rock's '1 linkage to ports worldwide. All are in close proximity t Adams Field ittle llnP, ~ Rock's airport. The city's rich mixture of historic architecture an new Ul.,1'\"1('i development is attracting new residents. Little Rock is seeing growth and ~ revitalization unparalleled in the city's history. Little Rock is on the move. Fueling this revitalization are the aerospace industries, the Arkansas Aviation Historical Society, the Governor's Aerospace Task Force, and institutions of higher education. Some of the world's most successful aerospace companies are located here: McDonnell Douglas, Rohr Inc., Arkansas Aerospace (a subsidiary of British Aerospace), Falcon Jet owne~by the French-based Avions Dassaut Brequet Aviation, M1d co ast,p ,an1n.'Qa. e. entr al Fl ym. g Se rv1. ce.i .it.N, umerous pn.v ate an d corporate aircraft dealers~ a~ Aero-Commander, Pipe1, Beechcraft, and Cessnahave facilities at the Little Rock Regional Airport. Little Rock Airforce Base is home to the largest C-130 aircraft training and airlift facility in the world. A number of major educational institutions serve Little Rock's M.S.A. By far, the largest of these is the University of Arkansas at Little Rock (UALR), enrolling more than 11,000 students in seventy-five undergraduate and  forty~two graduate degree programs including Associate, Bachelor and Masters of Science Degrees in Engineering Technology. The Graduate Institute of Technology (GIT~housed in the new Engineering Technology Center,offers courses in mecfianical, computer science, electrical and manufacturing engineering. Industries utilize GIT facilities for advanced research and graduate study. In 1991, the Arkansas Space Grant Consortium, under the leadership of GIT at UALR, received a four-year training grant award from the NASA National Space Grant College and Fellowship program. The primary purpose of the program is to educate and familiarize faculty and undergraduate and graduate students with aerospace fundamentals and NASA's research programs and opportunities. A secondary objective is to motivate K-12 students to excel in math and science courses necessary for entrance into aerospace programs at the universities and high tech positions in industry. Henderson University, in coordination \u0026lt;,O~ ilJII 1 with Central Flying Service, conducts one of the few aviation degree programs in the nation. The University's Department of Aviation provides four-year programs in Airway Science Management,Airway Computer Science, Professional Pilot, and Aircraft Systems Management. . The Arkansas Av.iation Historical Society serves the entire state as the focal ~1uqfor the-involve~ef-Arkansas' aerospace industries in community affairs, education, and economic development. In 1989, the Society, executives of aerospace companies, the Little Rock School District, and UALR came together to form the Aerospace Education Center Campaign Leadership. The unprecedented public/private partnership has planned an Aerospace Education Center. As the architect's drawing illustrates, the Cenfer combines a museum of aviation history with an Aerospace Technology Magnet High School on a 19.8 acre tract at the Little Rock Regional Airport adjacent to the main terminal, Falcon Jet, and Arkansas Aerospace. The facility will cover 200,000 square feet, including common areas used by both the museum and high school such as the library, cafeteria, and theatre/ auditorium. The upper level of the museum will function as an educational resource for adult programs, and outreach for schools, state and nationwide through a satellite television uplink provided by the Arkansas Electric Cooperatives. The most comprehensive and largest technical and historical aviation and aerospace library collection outside of the Smithsonian's National Air and Space Museum was acquired for the Arkansas Museum of Aviation History. Virtually every civil and military aircraft, rotocraft, and spaceship designed and constructed throughout the world is represented in the collection by technical specifications, photographs, and historical descriptive information. There are well over 5,000 books, 50,000 journals, 200,000 photographs and transparancies, hundreds of rare collectable items signed by famous pilots and aviation personalities, original paintings, scale aircraft models, and unique aircraft parts. ~ The Society has raised over five~ll:n dollars in gifts and pledges toward construction ~e aviation history museum. The Little Rock School District has budgeted .cc million dollars for the construction of the Aerospace Technology Magnet High School from funds approved by voters at a property tax election in 1990. The Aerospace Education Center Campaign Leadership believes that Greater Little Rock's future rests on the vitality of its public education system. At all levels of the public education system, educators and industry must develop programs which give students the knowledge and skills that enable them to reach their full economic potential. While the Center will prepare students for aerospace careers, it will also focus the Central Arkansas community on commitment to excellence in education. In March 1819, Arkansas became a territory and the Arkansas Post, the state's first permanent settlement, became its capital. The little French village was soon deemed unsuitabl7mainly because of its location in the Mississippi Valley, far from the center of the territory. A year later the legislature moved . the capital to Little Rock. Todar.,with a metropolitan area spanning a (\\ seventy-mile radius, Greater Little Rock MSA is home to over 513,000 people. ' \"'- In the last quarter century, the Greater Little Rock MSA has almost doubled \" its populatioiy- approaching 1,200,000. Today, North Little Rock, the third largest community with a population of 62,000, and Little Rock are joined by the Arkansas River in Pulaski County. Twenty-seven percent of the MSA's population is under 18 years of age. Forty-four percent of the population is within the 18-44 age range. According to the 1990 Census, the population was ---percent Black, --percent white. B. Little Rock School District The Little Rock School District, encompassing an area in excess of 100 square miles, is the largest school district in the state in terms of enrollment. Enrollment in the schools has increased from 25,975 pupils in 1989 to 26,212 '7 pupils in October 1992. This increase is occuring at the junior high level. -  16,538 pupils or 64% of the total district minority enrollment is Black. The percent Black student population exceeds the District 64% average in grades 5-9. The highest percent Black student enrollment is 69% in grade 8. Jr, Of the District's f~ty-nine (49),~c!}qglis, thiry-six enroll pre-kindergarten or kindergarten through grade 6 students, eight enroll grad~J\n9 students, and five enroll grades 10-12 students. Educational program'o/school choices include elementaq{ijlcentiv~ools, grade K-12-InterdistriotBagnet '= /]thools, a=entary area schools. Chart A outlines the number and type of sch~ol o a s. T_he text b~low Chart A d~fines ~ach type of school and  the rationale for selecting certam schools for this proJect. J Chart A - The Organizational Plan for Little Rock Schools n = number of schools iie School andlor ucati on Pro!J'8f'll Bern mtary, ~es Pte-K or -6 JnorHi~, IJlldes ti gh School~ IJlldes 1i.-1 n n n a) Area. and Feeder Schools 22 6 J b) hcenti-.e Schools 7 NIA NIA c) lnterdis!l'ict M\u0026amp;Qnet Schools 6 2 2 d) h tierdis!l'ict N onmt.Q net Schools 1 NIA NIA Total J6 8 s ~~ a) Area Schools - The elementary school that is the LRSD school for where a student lives is called an Area School. Each Area School feeds into a particular junior high and senior high school. The instructional program focuses on language arts, mathematics, science, and social studies. b) Incentive Schools - Incentive Schools are Pre K-Grade 6 elementary schools located within the immediate downtown are . nt Black student enrollment for Incentive Schools ranges fro 85 schools receive double financial resources to provid eacher-student ratio of 1:20, additional instructional aides, permanent substitute teachers, and extended day-week-year learning opportunities. An individual learning plan is developed for each student based on the district K-6 core curriculum. Computer-assisted instruction, a student homework hotline,.e\n' a parenting skills center, and a program for four-year olds are additional features that distinguish incentive from area elementary schools. c) Interdistrict Magnet Schools - As Chart A illustrateQ terdistrict Magnet Schools have been established at all three school les- elementary, junior high, and senior high. Although operated by the Little Rock School District, students from North Little Rock School District and Pulaski County Special School District (PCSSD) ~ eligible for enrollment in accord with the desegregation plan. AlIJerdistrict Magnet Schools are racially balanced within the acceptable range of 55-59 percent black to 41-45 percent white. As Chart A illustrates, there are tet\\Wterdistrict Magnet Schools. These schools provide, in addition to the regular core program, coursework based on a special curricular theme. The desegregation section found on page 8 further describes the purpose and thematic focus for these schools. Chart A indicates there are 31 area and feeder schools. Some of these area/feeder schools are located in racially isolated areas of the school district. This project will establish a new grade 7-12 interdistrict magnet of three junior high schools, and the new grade 10 - 12 Aerospace Magnet High School. Each of the three junior high schools exceeds the 64 percent district-wide average for black students. Whites n :will be recruited from across district lines, primarily from Nort ttle ock and Pulaski County Special School Districts to racially bal e three junior high schools. The new Aerospace Magnet High School ill begin magnet program operation for tenth graders the second year of the project. The grade 10 enrollment will consist of 300 grade 9 voluntary student transfers from this magnet's junior high enrollment who will be continuing the magnet curricular career path at the new Aerospace Magnet High School. This project,~e, will establish the first rulaski County Int~trict ~ ~et conf ua  program in four secondary level schools consisting ..,.of grades 7-9 t e first project year and grades 7-10 the second project year. In subsequent non-project years, the Aerospace Technology High School will add grade 11 in 1995-96 and grade 12 in 1996-97 through normal progession of the magnet's grade level enrollment each year. Aft ()._ Aerospace Technology Magnet has been designed in collaboration with the Aerospace Education Center Campaign Leadership, the Universities of Arkansas at Little Rock and Pine Bluff, Henderson State University, and t1fy Sm._bern Arkansas University-TECH to attract this magnet's enrollment\u0026lt;oN (j.,2~ students. Students who attend each of the three junior high schools will also be eligible to participate in the magnet. The total grade 7 -10 aerospace magnet enrollment will be~pupils. The breakdown in enrollment is illustrated below: :l.\u0026lt;Z62- rv~-- ~\\ Pl- _ cA..,A.) Incoming ....:,\\...._-...,\\., J..v .s .l.oo I - From outside of LRSD From within LRSD 3~5\"  .21'0 grade 7-9 white students  90 grade 10 white students 1  630 grade 7-9 students ~,'.  210 grade 10 students l,41(.-vV\"' 65 Subtotal: 1,2.00'Magnet students In-Attendance Enrolled in Magnet Junior High Schools J\u0026lt;i\u0026gt;S z,,.  1597 grade 7-9 students Total:~ students ~ /qoO ~ 1996-97 the Aerospaget High School grade 10-12 enrollment will be at capacity which is ~~ils. The high s.08?Jfnrollment coupled with the grade 7-9 J 1oitri~h enrollmenyhlel~.s the aerospace magnet has the potential to serve~upils. The magnet enrollment will reduce black isolation in thr~~9ti5r high schools. qoo 4 96~ C. Interdistrict and Intradistrict Desegregation Measures - )~ C/::\u0026gt;l\u0026gt;!.rL.} .... 1. Background Information on the Court Order -- The only image that some people have of Little Rock is the one formed in the Fall of 1957 when Governor Orval Faubus defied a federal mandate and tried to use the Arkansas National Guard to keep nine black students from entering Central High School. In Cooper vs. Aaron (1958), the Supreme Court stated that \"public opposition to desegregation of the races, no matter how deeply entrenched, could not be allowed to interfere with the full realization of the constitutional rights of black citizens.\" Twenty-four years later (1982), the Little Rock School District brought suit against North Little Rock and Pulaski County Special School District, ~ ~ claiming that the Constitution compelled the consolidation of the three dll,- ~ districts into one governmental unit. This claim was rejected by the courts v7/\\ in 1985 and again in 1986\nhowever, the courts held that interdistrict constitutional violations had occured and must be remedied. Over the course of the next three years, various remedial orders were entered and further appeals were taken to court. 1 J Then, in 1988 and 1989, in a sharp departure from the adversary bitterness that had marked this controversy for over thirty years\nthe parties, including the Joshua intervenors representing the injured class of black schoolchildren and citizens, LRSD, the North Little RoAhool District (NLRSD), the Pulaski County Special School District (~9,SD), and the State of Arkansas (Arkansas State Board of Education), agreed to settle the case. They submitted to the District Court four comprehensive agreements covering both interdistrict and intradistrict desegregation measures - agreements referred to by the parties as the \"settlement plans.\" They also submitted a separate but related document, called the \"settlement agreement,\" settling the financial liability of the State of Arkansas. The United States Court of Appeals for the Eighth Circuit reversed this judgement on June 27, 1989,.and directed the District Court to adjust the boundary between the LRSD and PCSSD, to revise student attendance '-within each district to reflect the racial composition of the district,{:~o maintain PCSSD's percent black student enrollment within the ran of plus or minus 25% of the districtwide average of blacks by organiz ional R levels\nand to limit busing, one-way, to forty-five minuteD 2. The LRSD Desegregation (Settlement) Plan 0989) ttlfl~ ~ ~ The following description is from the record of the United States Court of Appeals for the Eighth Circuit: \"Eight of the 31 non-magnet elementary schools will be designated Incentive Schools. Initially they will be all black. These schools will receive compensatory-education programs and two times the level of  funding for six years. The plan includes a detailed and volum.ous  description of the kinds of programs that would take place at the Incentive Schools. A salient feature of these schools is a maxim.urn effective student-teacher ratio of twenty to one. Twenty-two of the twenty-three remaining elementary schools will be called Elementary Academies. These schools will have projected student ratios of between SO and 62 percent black. The other elementary school, Romine, would be an interdistrict school. Any white student can elect to attend an Incentive School, and a black student living in an Incentive School attendance area can opt to attend one of the Elementary Academies.\" 3. Interdistrict Desegregation Plan The Interdistrict Desegregation Plan is designed to achieve racial balance in the schools and districts of Little Rock, North Little Rock, and Pulaski Country Special School District through voluntary movement primarily to magnet programs. Interdistrict schools are \"to obtain a ratio of between 60 percent and 40 percent of either race with the ideal goal of these schools to be 50 percent black/white.\" The Little Rock School District reports biannually the number and percent of students enrolled by racial /1..A.-q background_jn each of the district's 49 schools. The above data is also summarized in terms of the total district (Pre-K-12). Interdistrict magnets are used to attract a specific student population from outside of the district and from within the original district to racially balance the school and district. Participation in a magnet is through student/parent choice. ~ The Magnet Review Committee.,(MRC), created by the Eig@ircuit Court of Appeals in September, 1986, oversees the implementation and operation of the interdistrict magnet schools. Com.prised of representatives from each of the three districts the Committee makes policy on issues such as magnet enrollment, trt:sfers, building capacities, and operating funds. fJi.:l:ri M '(1n.~ ~ The Magnet Educational Team (MET) is the recruitment arm oft,~ . 7 tiill and is responsible for public information and recruitment strategies and activities. In the Little Roc~l District, six elementary schools, three junior high schools, an igh schools have magnet programs (refer to 'Chart A). Six (6 erdistrict magnets (4 elementary, J j_Y.,nior high, 1 senior high) were created in Little Rock in compliancffl'the 1985 court opinion. Since 1987, five more interdistrict magnets have been established in the Little Rock School District. Magnets enhance the district's core curriculum. The specially designed curricula is the \"hook\" for attracting students across district lines. Individual interdistrict magnet school brochures provide a program description. Chart B summarizes the eleven interdistrict magnets in the LRSD by theme and number of schools participating at each school level. Chart B - LRSD Interdistrict Magnet Programs Theme School Level and # of Schools Elementary Junior High High School 1. Early Education 1 2. Basic Skills 1 3. Basic Skills/Math-Science 2 4. Arts 1 5. Arts and Sciences 1 1 6. International Studies 1 1 1 Subtotal 6 2 2 Total Magnets - 10  This is a Pre-K magnet housed in an Incentive School. The majority of LRSD Interdistrict Magent Programs have been in operation since the 1986-87 school year, Magnet enrollment that year was 3,647 pupi his year it is 7,250 pupils. The number of u ils enrolled in ? LRSD in ivid 1 magnets has increased 50%. The Interdistrict Desegregaton Plan is more than just magnets. The Pulaski County M-to-M (Majority to Minority) Transfer allows a student to transfer from a district and school where his/her race is in the majority ,,_ to a district and school where his/her race is in the minority. This means that black students in the LRSD may transfer to schools in North Little Rock and the Pulaski County Special School Districts, and white students I aJ in NLRSD or P aski County SS may transfer to a Little Rock School District school. The Aerospace Technology Magnet will advance the voluntary desegregation efforts of the Settlement Plans. The district commits that it will \"maintain the facilities on a racially integrated basis into perpetuity.\" (Refer to 2/4/91 Amendment in Appendix.) The Little Rock Scho o1ict 2esegregation Plan, the Pulaski County Special School District e nt Desegregation Plan, the North Llttle Rock School District Des gregation Plan, and the Interdistrict Desegregation Plan hold excellent promise for achieving unitary school systems in these three districts. (Exerpted from text of Settlement Plans - refer to Appendix.) 4. The Settlement Agreement The Settlement Agreement provided for payments by the State to the three school districts for desegregation purposes only. Under the agreement, the state makes payment to LRSD, NLRSD, and PCSSD totalling /f $107,723,175 over the next ten years. Jhe state le_gislature and the __Goyg_mor expended these funds without a court order. Moreover, the State also agreed to lend LRSD up to $20,000,000 over the next ten years. The loans are to be forgiven if at any time between the date of the agreement and December 31, 2000 the composite scores of LRSD black students (excluding special education students) on a standardized test agreed upon by the State and LRSD are 90% or greater of the composite scores of LRSD white students (excluding special education students). The settlement plans and the set~~ment do not limit the District Court's ability to re~e the creation of additional interdistrict schools. They limit only how new schools may be funded. This funding may include payments by the State for majority-to-minority transfers, but it may not include the imposition on the State of a share of the capital costs of these new facilities. The agreement does not bar the creation of additional interdistrict schools\nit simply provides that, when created, they will not be funded in the same way as the six stipulation magnets. (Refer to entire text of Settlement Agreement in Appendix.) ---~\"'---'--u..:2.l~ ~c~oL'ei!urt mandated the creation of the Office of Desegregation Monitoring staffed by a Monitor to supervise compliance yJ the four Settlement Plans and the Settlement Agreement. ~ ~ 111,jj II. Needs Assessment The Little Rock School District, in conjunction with Nortll Little Rock School District and Pulaski County Special School District, is implementing a court-monitored desegregation plan of which magnet programs and M-to-M transfers are a voluntary option to integrate the three individual school districts. Although Little Rock has achieved racial balance through the creation of ~/.,, interdistrict magnet programs in once racially isolated schools, th  ~ 1 schools whose percent black to white enrollment exceed the %- atio. The district wants to establish more a~rict voluntary mo ent of  students to bring racially-isolated schools within the balanced range. According to the l~D Enrollment'rirvey, there are three junior high schools that meet tltl\n~i~\nia. Three of the junior high schools have been targeted to attract white students primarily from school districts of the Interdistrict (Tritrict) Desegregation Plan, other school districts within close proximity of --a-1eUttlei~ck school districts, and private schools. This plan promotes desegregation/\nt increas~he grade 7-9 white student enrollment at each grade level of three ~ dally (bla~or high schools. ~ to attain this project's desegregation goals and objectives is the Akr'osface Technology curriculum. Since 1900, the United States has become wealthy and powerful by exploiting the rapid changes taking place in technology, world trade, and the international political order. New developments in technology, international competition, demography, and other factors have altered the nation's economic and social landscape. There will be few jobs for those who ...,,.,..-. -~ lack adequate science/ technical knowledge and who cannot read, follow ...,. sf~ directions, or use mathematics. Higher skill requirements of the economy ~t ~ that schools must impove the preparation of the nation's youth in order to economically compete in the global marketplace. This can only be accomplished if the schools have excellence in technology education, communications, problem-solving, and scientific and technological literacy. This district believes it is absolutely necessary to help students understand their technological future if they are to function as responsible, productive members of a competitive society. This district also believes this endeavor must be a cooperative and concentrative_ effort with this area's prime employers, the aerospace/ aviation industry, the State Department of Education, the Universities of Arkansas, Henderson State University, and Southern Arkansas University-TECH. The aerospace technology education magnet has long range impact for desegregation in  e Rock School District. First, it involves further voluntary movement of n-distri white students to prevent the progressive, increasing isolation of pre ommantly black junior high schools. Second, this project has carefully planned for a new racially balanced high school !9 prevent racial isolation in the existing high schools. Between Octobe~ _1987 and Octobe\n:r1992, the Black enrollment increased by 9% from a 51 % Black average to a 60% Black L u]Wt' 10 average. The increase will continue due to the progression of the junior high enrollment (69% black average) through the grades. Finally, this district is confident that the aerospace magnet will attract and retain a new enrollment of 360 grade 7-10 white students while maintaining the current enrollment.1 7 These are the reasons: l\u0026lt;\u0026gt;.,P!,.?- 1. \"Aerospace Technology\" is a statewide p~bc e ducation and economic development effort in accordance with th Arkansas Aerospace Task Force and its creation of the Arkansas Aviatio and Aerospace Commission through passage of State Senate Bill 35. Their mission is to provide \"the knowledge and skills that will allow students to reach their full economic potential.\" 2. 3. 4. 5. The Stipulation and Consent Order of February 1991 amended the LRSD E\u0026gt;esegregation~ to include the Aerospace Technology Magnet School(s) and their maintenance as racially integrated facilities. The public and private contributions of funds for up to 6.5 million dollars to construct the aviation history museum which will implement curricular activities during and after magnet school hours in coordination with the magnet's specialized curriculum. -\\-o .\\-,.t,M. ~ A successful millage campaign approved by voters f~llars to construct the AerospacE: Magnet High School. ~n.,.,~ The Aerosrace employment need for a skilllli workforce is well known in Arkansas. ~Specially-trained employees...,~required to meet new contracts for aircraft d the employment vacancies li~ ~ the Little Rock Airport , Ccmmi@Si8R. 0~ ~ ~\\-(.M'YI. ~\u0026lt;r Technology education is addressed in conjunction with the study of applied mathematics and physical science. More science and mathematics have been built into the existing curriculum. The academic and technology-integrated curriculum begins in grade seven to better prepare the minority student for future employment, college, and success in finding his/her niche in a technological society. Because of the strong aerospace industry and university linkage, and the hands-on problem solving approach used to learn the curricula, the district foresees the inclusion of some Little Rock elementary schools in the near future. ,n~1 Need 1: The Reduction and Prevention of Minority Group Isolation There is a need to establish a new interdistrict magnet at the it\nl}iMgh 1~ .._racially balance t ree sc ools. An en -o -proJec enrollment ~nable ( each of the aerosp~=~agne~ls and total magnet enrollment to reflect a ~ 11 J } black/white ratio of between 60 and 40%. The goal reflected by the% black figure in Table 1 is to reduce racial isolation by increasing the number of white pupils in three Little Rocle junior high schools. This will pring the junior high school % black student enrollment in line with the Interdistrict Desegregation Plan goal of 50% black/white. ~ fa ~ ~ TABLE 1 1 Reduce . End of Project . tJ Receiving Schools Now ~r-~ % Black 1. % Black ~~u \\ Cloverdale JH 73.7 so.d ---i -t-6\\- (cJ 2. Forest Heights JH 70.4 50.0 ~ 3. Southwest JH \\ 75.3 50.0 ~ The goal reflected by the percent black figure in Table 2 is to prevent black group isolation in the new high school. This Will be accomplished through voluntary movement of grade nine pupils from the three aerospace magnet junior high schools. The grade nine enrolhnent inciudes M-t@i transfers from NLRso, 0 ,f..._. PCSSD, and other school districts not a part of the Interdistrict Magnet ./l,A,'Off-4.- _Desegregation Plan\nand LRSD pupils provided such movement does not negatively impact the racial balance of the sending junior high schools. This will _rDaecsiaelglrye bgaaltaionnc eP tlhane .n ew high school in accordance with the Interdistrict TABLE 2 Receiving School New High School 70.0* End of Project % Black 50.0 *based on the% black student enrollment average for the desegregated sscehnodoiln. g junior high schools located in the attendance area of the new high 12 Program Goal 1: To reduce or prevent racial isolation in the Little Rock School District Objective l .a: By September, 1993, the district will reduce racial isolation through recruitment of white students from out-of-district to aerospace magnet programs. The aerospace magnet program will be balanced when the percent black to white figur s within the 60%-40% balanced range or is 50% black/white. Reduce % Minority % Minority Magnet School Before After 1. Cloverdale JH 73.7 50.0 2. Forest Heights JH 70.4 50.0 3. Southwest JH 75.3 50.0 Objective l.b: By September, 1994 the district will racially balance the new high school through voluntary transfers from the grade 9 continuing magnet enrollment. The new high school will reflect a 50% black/white ratio. Magnet School New High School Prevent- - % Minority Before 70.0 % Minority After 50.0 Need 2a.1: Strengthening the Knowledge of Academic Content For the past two decades in America, the low level of academic achievement in our secondary school has spelled disaster for our youth and for our economy. The statistics are alarming: a. Ninety-three percent of 17-year olds do not have the capacity to apply mathematical operations in a variety of problem settings. An increasing number of the nation's students are ill-prepared for college courses or jobs that require technical skills. (National Assessment of Educational Progress 1988, p.# 2) b. For generation1)traditional prejudices have encouraged mathematics achievement in only a pcrtirn d the student pcpulatirn - middle class white males. Females and mincrities1with the eic:ceptioo cl Asian-Arnericans) were 13 C. d e. percaved as beth 1ess capatie ci learning mathematics, and needing\" it les.s. (Mathematics Education - Wellspring ct U.S. Industrial Strength, Deam-t ber 1988.) In txxh participation and achievement, American students in science and mathematics are lagging behind prevtws years andcther a:11ntries. (Science and Engineering lndi~ors, Natimal Science Bard, 1990.) Qnly abo.rt twenty percent ct 10th graders believe thatidogy, chemistry, physics, a geanetry are needed to qualify fa their fl st\"' dee cxx::upattm. Only twenty-eight percent believe they need algebra Laigitudinal \u0026amp;nvey ct American Ywth, 1988.) Schcds must imprO/e their science instructim to allo.v the nation to base its ecxnany a, high technology. New programs must be developed and strategies reexamined to achieve the sharp fOCllS required. (The Triangle Cmlitim fa Science and Tedmdogy Educatia,. 1988.) Acarding to the results ct the National Science Foundatim's nationwide study, students are net receiving enwgh hands-en labcratay experience. f. The 1.25 grade-level-equivalent decline in the academic achievement ct high schod seniors lo.vered the natim's productivity by S86 tillim in 19fr'1 and will lower it by mere than S200 tillim annually by the year 2010 (Jwmal ct Curriculum Studies, 1989). Studies demcnstrate that a:mpetence in reading, writing, mathematics, science, and proolem solving are straigly related to productivity in alma\nt all jch. At the histaic education summit, September 1989, President Bush and the natim's gO/emas agreed to six national perfarnance gcals in educaticn to be achieved by the year 2cm. These two impatant goals were among those adcpted: Goal IV - Science and Mathematics U.S. Students will be first in the wend in science and mathematics achievement The pocr standing ci U.S. students a, intematicnal assessments ct mathematics and science achievement is no accident, says a new ASCD task face repcrt.  It results fran systemic proliems in the quality ct curriculum and instructim in the United States, the uneq.ial q,pcrtunities affaded different students_ and perv~ve cultural beliefs that do little to suppat high mathematics and science achievement The ASCD task face repcrt dtes fwr maja factors CDntril:l.lting to Jo.v U.S. student achievement in mathematics and science. These are 1) Rdaliwly few studads tae a:xases that indude high-lewl culllad in malhemalis and sdence Fewer than half ex students take a chemistry a algret:ra II cwrse and fewer than me in five ever take a a:11rse in physics, trigonanetry, analysis/precalc:ulus, a calculus. McreoYer, the  Aaem\nat,cm fq ~Cll m Cum0.1hpn Prvd~ . R.m!llng Our Sights ~ng U.S. Ad11eYBIW1t tn Mathlmll:lcs and Sdina, Dlarnt:a' 1991, p. 6 14 widespread tracking a students means many pupils - partiallarly minaities - are never required to learn high-level oontenl 2) Wla::11all':I and mem2 amtmhml\\, as WIii as the exflw I ts and a!ll!lll!!il!IIDEil!l'ldsll:s linked tothl!ln, fall torefted the '\"fauitlas d k:IKMledglr abcm hallf dlilchn lean bis. U. S mathematics and science curriculums sacr1t1ce depth fa co.,erage, da,'t take advantage d techndogies .. .fail to make crnnectia,s amcrtg the disciplines. and generally ignae the real-life experien\u0026lt;ES and oognitive develcpment a students. In general, students assume a passive rde, with teacher talk, textlxx\u0026gt;ks, and worksheets predaninating. The Natia,al Center fa Educatia, Statistics study recently dcx:umented the percentas,a 8th graders whose science teachers oonducted scientific experiments. @ah Catholic and private - other religioos and nai-religioos 1 \u0026amp;:hods - sci~ce teachers surpassed public sc:hods science teachers a, frequency _r'Once per day, and a,ce per week - fa prCNiding experimentatia, in science (Educatia, Week, September 1992). 3) 1ns1i udil.fl does nd retied the need for all stadmls to masll!r dlall~ cuiib::111. The training and suppcrt affaded teachers too citen fail to reflect the challenge ci delivering high-level crntenl Teacher preparatia, and insavice suppcrt, dass size and teadting Iced, and teachers' oppcrtunities fa cxilatxratioo and dedsioo making all hinder the delivery ci pctent instruction. 4) Oiltural values and dher fa.:hn cudn-ide to the belief._, fer many st:uda high adde..w:alli in malh and science is net worth slriving for er is 1IRiiiltainal:J Except fa a small number a highly mdivated students, many pupils appear to be swayed ~ discnJraging wltural attitudes to.vard math and science prciidency. In additia,, the United States is ooe a very fei.v industrialized demcx::rades that does not prCNide stra,g incentives (such as better jd::6) to students who do well in toogh high sc:hcx:i math and science CCllrses. The Natia,al Science Board and the ~ Panel~that alt students shoold be required to take math and science a full foor years in grades 9-12. The Natiooal Camdl a Teadlers a Mathematics, the Natiaial Science eachers' Asscx:latia,, and the American Assodatioo fa the Advancement ci ence also stated that math and science curriwlums shoold a::nnect earning to watc, integrate principles fran the two fl elds and ether plines, and take better advantage ci technologies. Similarly, grooping students ~ ability and tracking shoold be eliminated. Q Natia,wide research a, tracking suggests that being placed in a lo.v atility track effectively sJams the gate en any pc:6Sititity that a student can take ocurses leading to a:ilege (Natia,al Educatioo Lmgitudinal ~dy ci 1988). 15 Gaal III - Student Achievement and Otizenship American students will leave grades taJT, eight, and twelve having demcnstrated a:mpetenc:.y in dlallenging subject matter induding English, . mathematics, sdence, histay, and geography\nand every schcd in America wilt ensure that all students learn to use their minds well so they may be prepared ta responsil:ie citizenship, further learning, and productive empl~t in our modem ec:Cllmty. In respmse to Gaal ni the Secretary cl Labcr's Canmi~ia, a, Achieving Necessary Skills (SCANS) issued its initial report, What Wak Reqyires of Schools. This repcrt identified a three-part toundatia, - basic skills, thinking skills, and personal (11alities - that will be at the heart cl jd\u0026gt; perfamance ooth ta students gdng directly to wale and those planning further educaticn. The SCANS three-part foundaticn and the ASCD panel's science and curriculum 1EUJ11u11endations inducting mere a-edit hwrs will be ina:rpcrated into the project design. In Marcil 1992, representatives fran the tdlo.ving Arkansas educaticn and industry grwps met to discuss the knowledge and academic a:mpetendes that students shwld possess to succeed in preparing fa aera\npac:e/aviaticn careers:  Aerospace industry exea.itives  Aerospace Educatia, Center Campaign Leardership  Aviation Historical Society  State Department cl Educaticn Mathematics and Science Consultants, and the Asscx:iate Director ta Instructional Progra~ in Vocational and Technical EducatiCll  FAA Air Traffi_c Manager  LRSD !:Alperintendent ot Sc:hods  UALR Schcd cl Science and Engineering Essentially, the magnet will strengthen the academic achievement cl magnet wonc.-bwnd or a:ileg~l:n.md students in mathematics, science, techndogy, and 7 canmunicaticn crmpetendes in CDJrses equivalent to a:ilege preparatay--' r curricuj_um. Adtttms to rurrent typical~gn language CXJUrse ctferin~ will ,,\u0026lt;~~de an. 1 , e planned magnet program cl studies -~v .J- ltlbe based a, the Arkansas Plan fer Tech Pr~ 2+4+2+2 (February, 1992). ow Industry representatives panted wt hat traditicnal CDJrses\" in general science and mathematics, gecmetry, algetr trigcnanetry, and English do net emphasize enoogh practical applications cl tent, especially thase related to the high-tech '1mow-how,  #a~lity-to-do\" requir, in industry. It is imperative that industry and the public sc:hods waic tog her to b.lild strong, relevant science/math/ a:mmunicaticn/tedlndogy st into the c:unia.ilum. Relevant curriculum 'Z l I ~ means the camectedn-~ .....,.,L ~a-k and the magnet's specialized OJniOJI:~ The magnet progra~~~0.1late oourse a::ntent and a career ladder fran LRSD to UALR in Engineering Techndogy and LRSD to Hendersa, State University in Avtattrn. 1. State ct Arkansas Basic Siems Testing The Arkansas :Minimum Performance Testing Program is the mandated state effa1 fer repcrting the number and percent a grade 3, 6, and 8 students displaying mastery in reading, mathematics, language arts, science, and scx:ial studies. LRSD minimum perf=ce t~ results fer all students and fer students categcrtzed by ( and  ite) dCXl.lment national mathenatics and science findings 1 , , and al a::nfinn the cpinion held ~ industry oo cxntent tested Tatie 3, famd rn the cp~te page, display. s what basic skills are tested in mathenatics and sdence(__An analysis a what is tested and ho.v is indicated in the a::nduding statenents belo.v Table V This infonnattrn is pcrtrayed to show the need fa- a riga-ws ~ and sdence linked program Q \\ 17 TABLE 3 - The Arkansas Mint mum Pedronanc:e Testtn\u0026amp; Pr:QJUaro  Grade s B\nwc Sktns A. Mathematics Numeration  ldent. whole num. place value  Recog. whole num.tword name  Round whole numbers  Recog. dee. word name/std. fm  Compare decimals Whole Number  Add whole numbers  Subtract whole numbers  Multiply whole numbers  Divide whole numbers  Solve Reading Problems B. Science Earth History  Define Earth History terms  Identify evidence which supports theory of plate tectonics Matter and Earth Material  Identify characteristics of matter, rock types, minerals  Identify particles of nucleus/energy levels of atom  Define pH Earth Process  Define earth processes terms  Identify agents of erosion 18 Rational Number  Change Fraction/equivelent  Add/subtract fractions  Change Fraction to Decimal  Add/subtract decimals  Multiply decimals  Divide dec.-by whole number  Write percent as decimal Maurernent  Select metrir./cu~om meas  Determine line seg. length Geometry  Identify Shapes  Find perimeter Probablllty/Statlstlca  Inter. charts/tables/graphs Meteorology  Define meteorology terms  Identify major cloud types, layers of atmosphere/gases used, air pollutants and their sources, four types of precipitation  Identify weather Instruments  Identify lightning causes  Interpret data from a temperature graph Oceanography and Watercycle  Define Oceanography terms  Identify water cycle  Identify causes of water pollution Unlverae/Astronomy  Define universe/astronomy terms EnergyMmural Reaourcea  Define environmental terms  Identify/classify natural resources as renewable/non-renewable - 1 1 Test items fer science and mathematics reflect 1cno.vledge and skills typical a an upper elementary grade program Measurement and geanetry is minimal. Testing cf physical science cx:n~ is limited Test items indicated ~ the werds recognize, identify, determine, seiec:t, define, ask students to recall informatia,, the lo.vest level cf thinking per Ba:m's Taxaiomy. Condudini Needs Statements If ntes-dk:tnct d distri gnet students are, by the year 2000, to leav~ grade 8 having trated cx:mpetency in challenging suqec:t matter, then this interdistric:t magnet must proode the fdlo.vtng  The appHcatia, cf mathematical skills in science thrrugh a hands-a, industry-relevant program which measures student rutccmes thrrugh pertcrmance-based asses.mlel_!l  Academic cxntent strengthened~ cx:nnecting cmcepts fer earth, life, and physical sciences to engineering tedmdogy and aviatia,, and teaching fer cx:nceptual understanding.  An instruc:tiooal approach with 10~ utilizatia, cf the science pra:ess skill~ and experimental design  The use cf tec:hnotogy as an instructiaial tod in cx:njunctia, with a:mputer simulations and applications fer reccrding and interpreting data. Talie 4 repcrts the percentage cf grade 8 students (cf the Aerospace Magnet junier high schools) passing the Arkansas :Minimum Perlcrmance Testing Program by race and gender catagcries as a:mpared to the perca-tt passing fer all students in the district. TABLE 4 - The Arkansas Minimum Perfcrmana! Testing Program - Grade 8 Academic Area Junior Hiah SchoollDlatrtct Pwcent P ... lna All Students White Students BlackStudents SCIENCE Male Female Male Female District  Coverdale JH 64 95 79 70 48  Forest Heights JH 62 83 96 49 53  Southwest JH 46 n 33 46 35 MATHEMATICS District  Cloverdale JH 86 95 89 83 85  Forest Heights JH 80 87 93 70 81  Southwest JH . 75 87 76 69 73 19 , .. Results dearly show there ts a disparity in mathematics and science perlamance between white and rfack students. Maj~ differences in the percent passing rate cxx:ur between 1:iack and white males in both su~ect areas. and white and 1:iack females in sdence. The wide race-gender :) perlamance gap substantiates the neEd to strengthen how science.is taught to ensure equal access toward progress in the are curriculum 2. Stanford Achievement Test, Eighth Editia, Students in the Little Rock Sc:hcd Ilstric:t also take the Stanford Achievement Test ~ng. Stanford assesses achievement in all a:ntent areas - Reading, Mathematics, Language, Listening, Science, and Social Sdenm The Science sutxest reflects the natimal trend in science curriculum toward emph~zing a:ncepts ct science rather than isolated facts. However, Stanford uses the traditimal divisims dtphystcal science, tidogical science, and earth/space science as the vehides fa testing skills and understanding ct basic CD'lcepts. The prqxrtims in which the areas ct science are represented m the sutxest reflect the emphasis each receives natimally. In mathematics, Stanford has three su~ects: Ccncepts ct Number, Mathematics Computaticn, and Mathematics Applic:atims. Special Sa:JreS in using itt!J lnfamation and Thinking Skills are derived fran an evaluatim ct responses students make to items embedded in several sutxests such as Mathematics Applic:atims, Science, Scx:ial Science, Language, and Reading Canprehensioo. Grade eight and nine below nam percentile sares fa students enrdled in the three magnet junior high schcxis are shown oo the next page in Tal:ie 5 fer Mathematics, Science, Using Jnfcnnaticn, and Thinking Skills. Results are expressed as the percent ct students in \"1artiles me and two who sa:red at a below a specified percentile sa:re Tctal district percentile sares are used as _a tmis fa cx:mpariSCll to individual schcxi results. 20 J G R A D E 8 9 .. 8 9 8 9 8 9 Content Area by Quartiles DISTRICT N = 1669 N = 1625 SCHOOLS Cloverdale JH N =214 N = 199 Forest Helghta JH N =205 N =210 Southweat JH N = 167 N = 183 TABLE 5 - Stanf erd Achievement Test Spring 1992 Grades 8 and 9 Percentile Sa:res Mathematica Science Us~n Info. Pcerde ecore Pcef1tlleecore P eecore Q1 02 01 Q2 01 02 -  I 17 35 23 40 22 41 13 29 27 45 28 46 15 28 21 36 17 35 13 23 27 39 26 43 15 31 21 40 20 38 18 30 30 50 31 51 13 23 21 36 20 35 9 21 24 36 26 43 Quartile 2 - ~ ct students sa:red at er below these sares Quartile 1 - 25,, ct students sa:red at er below these sares ~ Thlnklnf. Skills Pcent  ecore Q1 Q2 20 40 23 41 17 34 21 55 15 35 22 43 17 28 20 36 ~ ~ ~ Results indicate, except in me inst~ that prq:,ased magnet schcxis have sares lower than the dism_g.7 ht~trast to the Arkansas Minimum Praidenty Testing, students faired better' in science than in mathematics. Sping 1992 was the first time the LRSD has given the Stanferd Achievement Test. The percentile sares shONn in Table 5 will serve as baseline data fer devEicping this magnet's student performance d:,jectives in the academics. ~ Need 2a2' The Underrqresentation cl Mincrlties In Sdence and Math The Congressimally estatiished Task Ferc:e a, Wanen, Mincrities, and the Handicapped in Science and Technology r~. O,anging America: The New Face c:i Science and Engineering, fcund thaf__]l.acks. who comprise 121, c:i the U.S. pcpulation, make up just 2,, ct all scientists and engineers. The findings are especially 21 unsettling oonsldering changing demographics. Prqec:ticns indicate that by the year 2CXXl, Blacks and Hispanics cxmtined will make up 47~ ct the American students enrdlment As a resulj it is imperative that the naticn and locaJ school districts take extraordinary steps to prepare minaities ta greater levels ct partidpaticn. in science, math, and engineertng. The Quality Educaticn ta Minaities Plan fa improving sdence and mathematics instructim nationally calls for q.iadrupling the number a minaity students receiving bachela's degrees in the sciences and engineering fran 17,000 in 1987 tc,68,000 l:!,' 2CXXl (Educaticn Week, April 1992). In the Little Rock Sc:hcx:i Ilstn5~ a the grade 7-9 enrdlment is Black. This is a 7% increase o,,er 1987 figures. LRSD anticipates ccntinued gains in the number/ percent ct Black students. The aitical issue ct underrepresented minaities, i.e. Blacks. and the need to bing Blacks up to parity in perfamance and graduatim rates, and in cxilege enrdlment is a gaal ct the LRSD as evidenced in the Pulaski County Schoo Desegregatioo Case Settlement Plans and Agreement:  1t any a the Incentive Schcx:is remains racially identifial:ie (SO,, or mae Black) after six yeiars. LRSD has explicitly a:mmitted itself to a:ntinue pre\u0026gt; viding cxmpensatay and enhancement funding (refer to page 4).  If at any time between the date a this agreement and Is:ember 31, 2CXXl, the cxmpa\ntte sa,res ct LRSD Black students (excluding special educaticn students) a, a standardized test are 90~ a greater ct the ampa\nite soores ct LRSD white students (exduding special educatia, students), the esaowed funds will be paid to LRSD and any ootstanding -loons will be fagiven. The intent is that LRSD will receive 20 millim ddlars plus any acx:rued interest if its gaal a increasing student achievement is reached and that the ~ate will be repaid in full amo.mt ct all loans plus interest if the LRSD does net reach  its gool (Seftember 1989). The m:1,on,1\u0026gt;t roUs 1,571 Black students. CurriClllum focuses en math/science a:n ent as related to car~.Aera\npace industry. Additiatally, the magnet provides the student wtth~eer q:mms artiClllated to university pre\u0026gt; grams. This magnet was purpa\netully designed to lay the foondatioo ta later academic perfamance and interest in math and science-related fields. lnduded in the design is career cnmseling. Career crunseling will stress in the student self-wcrth, motivaticn, and ammitment to acxx:mplish personal goals in learning and ~ aspace career preparaticn. The sc:hcxi district, industry, and higher educaticn believe this crllatx:rative effat to devel a high tech, marketalje skills magnet will ccntribute significantly to raisi g Bia student acheivement in mathematics and science, and to inaeagng umber ct students receiving asscdate and bachelor degrees in engineering techndogy and altway science. f/_ 22 \\leed 2b Develcplng :Marlcetatie Technical Sktlls 'America's once-commanding lead in the aittcal techndogtes driving eca,anlc OWth and nattaial security is selwsly threatened by faelgn crmpetttas,  the :OOndl a, Competitiveness said in its repcrt Gaining New Gramd: TechndQi.Y Priaities fa America's Future. The term High-Tech ts used to desatbe a wide artety a businesses and industry which indude: aerospace, a:mputers and dtware, tel ecx:u u uunlcati ans, eledrailc oompa,ents, medl cal technology, nstruments fa measuring and a:ntrolttng manuf acturtng processe.5, energy, , 3lvironmental, phctographtc, lasers and q,ttcal, and data processing services. The Natta,al Center fa Advanced Toc:hndogies (NCAn a the Aerosp~ Industries Assodatta, (AIA) Key Techndogies fa the Year 2cm Program have ndenttfled these hlgh-priaity tec:hndogles:  Computatta,al Sdenre  Scttware Develcpment  Advanced Metallic Structures  Advanced Composites  Superoonducttvtty  Ultra- Rellatie Eledrailc Systems  Artifldal lnteJlegenre  Airbreathlng Prcpulsla,  Rodcet Prcpulsion  Optical Information Processing  Advanced Sensors These techndogles represent a shared view a U.S. tedmotogy requirements. Gitical technotogtes in Engineering Prcxfuctia, and Electronic Canponents where the United States is falling behind a will net have a presenre are represented in Tatie 6 a, the next page.  U.S. Departmern olC.011111eceard Odens,: \\\\hlte HouseOHceolSchnce a,d Technology (Rela- to Appendbc. for deflntiom a,d list cl contrlooting organzations. 23 l  l J  I TABLE 6: Ted:Jnd0ies in Which the United States ts Weak, Lostna Badly, a: HAS LOST  Design for Manufacturing  Design ct Manufacturing Processes  Flexilie Manufacturing  High-Speed Machining  Predsicn Machining and Faming  lntegrattcn ct Research, Design. and Manufacturing  Integrated Orcutt Fal:ricaticn and Test Eq.iipment  Robotics and Autanated Equipment  Taal Quality Management  MemayOlips  Printed OraJit Balrd Tedmdogy  Optical lnfamaticn Sta-age  Multichip Packaging ~stems  Liquid Crystal Displays  Electro Statics Sa.tJ\"Ce Camdl en Canpetitiven~ partial listing This infcrmatioo h~ implicattcns fa the need ct this magnet to - teach industrial relevant technology slcnts in stattH:t-the-art technology laboratories - place a heavy fcx:us a, the applicatioo ct scientific kno,vledge - use engineers and tedlnidans fran industry~ instructors - provide industry-blsed learning experiences for students. Students in this magnet are primarily being trained~ tec:hnidans. Technidans wcrting with autanated eq.iipment must be familiar with tdh scltware and hardware used by \u0026lt;DmpUters and miaq.Tocessas. The development, design. installatia,, calilratioo, manufacture, assembly, and fabricattcn proasws using sqi'listicated equipment, tools, machines, and cx:mputers require a oomtinatioo ct kno,vledge and slcnts ectending far beymd the simple fail-safe mechanical devices ct a few decades ago The aera\npace industry and its array ct suppliers and sul:Hx:ntrac:tas are amCl'\\g tha\ne that witt increasingly req.iire techndogically literate entry level wakers. The American Vcxatiooal Asscx:iation (AV A) and the Center fa Oa:upaticnal 24 Researdi and Develq,nent (CORD) pdnt a.rt that technidans run-ently being prepared for entry in tancrrow's wcrk fcrce shculd possess several important charactaistics. A few cl these are highlighted belo.v because they have ramificatiais oo the rurrtrulum desaibed later. 1. .., 3. 4. A BROAD KNOWLEDGE BASE: They must possess fundamental academic skills in reading, a:mmunicattng, oomputtng, and applied science. COMPlITER LITERACY: Many high tech processes are a:mputertzed. Thus waters shculd possess a tasic understanding cl axnputers and their appltcatia,s in manufacturing and management infamatia, system.s. At. base, students should have the kno.vledge necessary to acress and use miaoprocesscrs cr intelligent a:mputer terminals using wnmesdally available scttware packages. AWARENESS OF A RAPIDLY CHANGING WORK ENVIRONMENT: Develq,ments in CAD (wnputer aided design) and CAM (wnputer aided manufacturing) alatg With advances in telecxmmunicatiatS, integrated dra.rits, laser/ epics and ether wnputer applicatims assure that techndogy Will oonttnue to grow and ecpand Thus, technical workers require a l:road base in technical and mathematical kno.vledge so that they can learn new techndogies and assimilate new infcrmatiat after they are employed. UNDERSTANDING OF A SYSTEMS ORIENTATION: Modern manufacturing tec:hni~es are wnprised cl a:::mplec inter-related systems a electrical, elec:trmic, pneumatic, hydraulic, thennal, and optical devices. People who wcrk with sudi equipment need a broad understanding a such systems. ~alists in each a these fleids Will still be required, but a grasp a the overall system a prcductim Will be impatant This grasp calls fcr an interdisciplinary appraadi to training. \u0026gt;~ 'With the diversity c:i high technologies, the need fcr new oourses is great. This Will require LRSD to integrate techndogies and new oontent into 'sting oourses as well as aeate specialized oourses a study. Sane ecamples i magnet are Ccmputer-alded Design (CAD) Applicati005i Lego Logo Rdxxics, igh Tech PresentatiatS, Airwirf Science Currirulum, and Quantitative Uteracy fcr Aerospace Althalgh LRSD has prepared CDJrse desaipticns and cutlin~ to appendix), additimal Wltent outlining lalxratcry and design prqect(~ be deveiq\u0026gt;ed with aera\npace/aviatia, rep-esentatives and the university. Flight and space Wlcepts need to be infused into the new science rurriculun,thus aeati~ science oourse a study. hi additia,, oourse oontent ~ ~ into an assessment design that measures actual student perfonnance in academic and wcrk-based learning requirements. 25 ~~ / Need 2c Emplg,,ment and Tratnin \u0026amp; Needs in the AS[cg,ace lndustzy -----/ Today tn our a,.intry there ts a aittcal need fer high~ ~dth~art technidans in the aeraspatE Industry. Aaxrdtng to~~ the Arkansas Aerospace Task Fer~ Toe greatest challenge ts to aeate an educated wcrkferce able to rapidly meet the needs c::t the industry. Although there will always be a need fer specialized training, tn the 1mg term much can be dme to betta- prepare students fa empt~t Educatim is our largest invesbuent in Arkanw and that investment prq,eriy focused can be air mast significant advantage CNB\" cthastates.. This statement parallels the dtsturang finding a the U.S. Labor Department's Secretary's Canmissim m Adueving N~ Skttts (SCANS): Mere than half c::t alt young peq,te leave schcxi wlthait the skills needed fa productive empt~t These young people will fac:2 the 1:ieak praspect a dead-end Joo after dead-end joo interrupted mly ~ periods c::t unemployment (Educattm Week, May 1992). Aax:rding to the Natimal Ca'lter a, Educattm and the Eanany, the ava-age skttt level c::t graduates net baJnd fa cxitege is the functimal ecp.iivalent a aln.rt a 7th a 8th grade achievement level. M:lSt at risk are students in the so-called general and vocattmal \"tracks. Because employers generally aren't interested in the a:,urses jd, applicants have taken er the grades they have earned, these students have little incentive to take tough academic d~ er to earn high marks. As a result, high schod becanes a hdding tank fer th~ not gang a, to cxitege. Researchers studying the waicferce pcint to an antnais sign: good jcbs - the kind that c::tfer reasonal:ie pay and the cppcrtunity to advance atmg a career ladder - are gradually being shut at to students fresh ait c::t school. The mcst prominant ecplanatim fer such findings is that white the skttl and knowledge requirements fer entry and advancement in the werkf ace are rising, graduates are nct being prepared to meet inaeased demands. New werkers must be aeative and resp::xlsible prdJlem solva-s and have the skilts and attitudes a, which empt~a-s can tuild,  aaxrding to the SCANS Canmissicn Traditimat jd,s are changing and new job\nare aeated everyday. High paying, tut unskilled jcbs are di:,appeaabtg. What the Canmisslm calls \"high-perfmnance\" wakplaces are mere flexil:ie and custaner aiented. Schcxis must teach the skills peq,te need to be productive and adaptable werkers.  A a:mmitment to meet this chattenge was adopted in a resoluttm by the Beard c::t Diredcrs c::t the Qty c::t Uttle Rode to use ec:cnanic develq,ment funds to develcp an .Aera\npaa! Muse.im and F.ducatim Center. Resduttms pertinent to the employment and training need fa this magnet are stated below: \"Wber5' the cf' d IJl8e Rlu has lllilialianed an euaanj1,\ndevdqanad frmd mthal: fhe dfy can euwu::.::gc and pUide lhe malnlenanae d ~ and 26 'Wlw:: Ell dlies and slalls thmapoat aarnatlm mdbme IDll!le f1mds fa rnlk.dl!v!lqmmll lopuude Ille malan and ma1n11manm d ~ and 'Wla  'he di\n)- llauagl111s \u0026amp;u.uuik: DIM!lqmmd Rmd male awallaiJle S3 nllkm to fadllta the cnallm d mme than 3111 Jda alAn.mN+-.e1and Ytbi::'-4 c:11121115 and ban harejdned kp8w toJian fer an w+1wrue 111andtheUl8elld -'=1weTtdadogr IC rSdai (nflafl'lll!lyth\u0026amp;,AF+-.aeOirurtapatdthe UtBe Rm Abp:at am rmpa\nand Wbti  'he dt:J wlD ba.Eflt ~ be slnnglhmed by an .. w: ,-e Cmla'tomal:ie rm dlb\u0026amp;as ID be ballll!ld fcrjdls in thenlaled as-,we bdaslrywhida ts gt\u0026lt;Mbtgin Ullle RDm. Two SCANS repats ootline the sktlls students shoold be taught and what needs to be dooe to effa::ttvely teach than In additim to the foondatim sktlls (refer to page 5), there is a set ct fivt: w11peteaides that are at the are ct Jci\u0026gt; perlamance. Aaxrding to SCANS these will be needed ct all graduates, b:th the ailege-bamd and those directly entering the wakfcrce. The five wakplace crmpetendes are desaibed below:  :\u0026amp;.si was Fmployees need to be able to identify, agantze, plan, and allocate resources (such as time, mmey, materials and facilities, and human resoorc:es).  lnl\u0026amp;psan.i slcllls. Employees shruJd be able to wak effectively with ahers. F.xamples are the abilities to partidpate as a member ct a team, teach ethers new skills, serve dients or a.istaners, exercise leadership, negotiate, and wak with diverse people.  lnfmmalim. Employees need to be able to acquire, evaluate, interpret, and wnmunicate infamatim, as well as to use wnputers to process informatim.  S,:atma Employees must understand ha.v sodal, aganizational, and techndogtcal syst~ wak and cperate effectively within them They must mcnita and WTect perfamance, improve the quality ct prcxructs and savic:es in existing systems and develcp new a alternative systems.  Tedaad'V- Empl~ees must be al:ie to judge which sets ci prcx:edures, tools, a machines, tnduding wnputers and their progr~. will produce the desired results. They must be al:ie to set up and cperate wnputers and their progranming syst~ as well as maintain and trrubleshoot techndogy. 27 The Ccrnmissirn's plan as detailed in America's O,oice High Skills cr Low Wages also remnmends that: All stud1::11b mml meet a naticnal sladad cl tib31icmal exallence by age 16 er sacn thaeal'ld. Sllatads _fRlling a 91::ries d perfu11r~ I a.BESSIDibtl!l'ldsll:s that Idled 11M: st.a.dad .add ftll!ive a Qrtlflc:ale d Initial Masmy. Nm ft!1DE:iving the mrtifi~ sllldt:ids wmld da.ue to go ID wort. enll!r a ailcgc pq\u0026gt; pqpaa,. er study fer a tl!danlcal a pt.les\u0026amp;ialal Cl!ltifiClle. In~ prqec:t design, the SCANS canpetendes will be inmrpcrated into the mathematics, science and technical causes of study as well as the design for measuring student pertonnance and the attainment a this magnet's program oqec:tives. The change ~ envisia,s will recplire additiaial resources through the funding of this prqec:t. Amrng the mast impatant will be investments in curriculum wrtting, teacrer training, technology and instructional material including oomputer-based and multimedia material. To address the emplayment and technical training needs, Little Rod's Aerospace j- Campaign Leadership and Industry has turned to LRSD, UALR, and Hendersa, State University to develc:p a better student. ~ With the assistance of the United States Department of Educatia, and the Little Rod\u0026lt; Aerospace Campaign Leadership and industries, LRSD beleives it can provide a state-a-the-art technology-driven ~ematics, Airway Science and Engineering :t-viagnet Program which meets the purposes, priaities, and spedal CC11sideratirns a the MSAP as well as addresses the natirnal imperative to maintain a wcrldwide c:anpetitive lead in techndogy. P.cwaia Gaal-2 To strengthen the kno.vledge c:i Academic Caitent and to develc:p marketable technie2I skills c:i students in project magnet schools. Oqec:tive 2.a 1: Perlonnance Assessment: Applied Science/ Mathematics/Techndqgy Integratia, with SCANS Wakplace Cpmpetencies and the Occupatirn Program Majors By the condusirn d the prqect period at least 80% of the grade 7-10 stud:en s( J enrolled in the magnet schcxi program will have attained the WakReaw ~ Proficiency Levela a, the LRSD-SCANS Perfcrmance-Based Assessment , administered the first week c:i May. a \\'Vhat Werk Requires ci School, a SCANS Re,port for America 2000. p. 24-29 (U.S. Department ci Laoor Secretary's Canmission a, Achieving Necessary Skills. 28 b Perfamance Standards will be set the first prqect year when actual baseline data bea:mes available. 0qective 2.a2: Perlonnance As.sessment: Certificates d Initial Mastezy (OM) By the c:a,lusion of the prqect period in 1995, at least 90% cl the grade 10 students in the magnet program will have achieved a Certificate cl Initial Mastezya as repcrted on the student's Cumulative Resume and verified by the site magnet As.sistant Principal. aoM is defined as the attainment cl an overall standard. The overall standard will be estaliished by the end cl the first prqect year in relatia, to student ootcx:mes repcrted for oojectives 2.a 1 and 2.Q and the Cumulative Resume. The Cumulative Resume will show prcliciency levels fer the werkplace cx:mpetencies and Aerospace Techndogy courses completed based on evaluatia, results retlecte::i in Pcrtfdias and Perfcrmance-Based ~ment materials. Leaming a Living: A Blue.print fer High Perlcrmance, A SCANS Re.pert fer America 2000. pages 60-68. Objective 2.b: Pcrtfdio As.sessment By the ca,dusia, cl the project period, 80% cl the grade 7-12 students enrdled in the magnet schcxll program will sare at er above an established cx:,mpetencya sare a, each cl foor (4) teacher and student selected SCANS Integrated As.signments. One repcrt er assignment must be selected fran each of the four (4) major areas. The extent to which this ~ve is met will be detennined by teacher records and verified by th~ Assistant Principal. aeanpetency will be defined as an average cl at least 2 on each report using the follo.ving scale: 4 Well beyond expectatia,s fer grade level\nextraerdtnary. 3 Does better than expectatia,s fer grade level\ncxrnpetent/fluent. 2 Af. level er average perlormance fer grade level\nappears canfcrtab1e with demands cl prqect. 1 Approaching average perfcrmance for this grade level\nsome skill/ comprehensia, acquired. 0 Nc::wic:e\nno evidence of relevant skill/ ccrnprehension c.omputer Technologx 1. Word Processing/ Keyboarding - Using proper keyboarding and editing skills to produce documents. 2. Graphic Design: Using the graphic program to prcx:!uce graphics. 3. Communicatiais: Using speaking, writing. video er hypermedia to 29 express an idea. 4. Programming: Being able to write a set ci instruciicns in the hype-media or LEGO/ LOGO environments. and Technd ogy Lab 2000 1. 2. 3. 4. and Aet:9sliace Science 1. Scientific Method - Experimental Design: Given a questioo a a problen\\ students wilt famulate a hypcthesis, design an experiment, cbserve and draw CDldusions fran the data 2. Process Skills: Canparing, a-ganizing, categaizing, relating, inf erring. applying. 3. Computer Technology fa Scientific Purpa\nes: Having a product that reflects the use ci computers, laser discs, VCR's, cala.llata-s, and science equipment. 4. Self-Assessment/Self-Esteem: Student and teacher selected wa-k will be placed in individual student pcrtfdiCE. and Airway Science 1. 2. 3. 4. or Engineering Techndogy 1. 30 I 2. 3. 4. o?ective 2.d Program Effectiveness During June c:i each prqed year, at least 80% c:i the parents, students. and teachers will rate the fdlowing items Neffective\" a, a locally develcped survey:  breadth c:i o.miwlum  program quality  parent training  teacher training  use of community resources  program ca,tributions to career cptions  improved student adlievement  positive ca,tributirn to student career plans By the conclusion of the project in 1995, the percent of Aerospace School students scoring in the second, third and fourth quartiles on the Stanford Achievement Test:in mathematics and science will exceed the percent of students scoring in the sec9nd, third and fourth  quartile~. in other LRSD schools_ in grades 8, 9 and 10. 31 III. Plan of OperatiQn A. Management Plan This section will discuss how the LRSD intends to manage the Aerospace Technology Magnet in order to ensure proper and~ administration of the project. This will be accomplished through a traditional vertital management structure ( shown below) complemented by new cross-functional organizations as used in McDonnell Douglas Corporation's (MDC) Total Quality Management (TQM) System. \\ \\ \\ \\ \\ \\ \u0026amp;I.IS ~\\\\..o ...... ~ .UO\" 'o.... P.,. c:.,c--,1.)~ ~ 1. Vertical Mana1?,ement Structure r f .... ,....f' .. ,)-:.  (..J,.,\u0026gt;.:.\\~ ~ r.:1_ u.~ \\ c:.\\ .. ~\"'\"\\ \\.~ ~ \\ ~-~ \\ t.  ~~ t \\L~  Little Rock School District \\:,\".....\\.w - Board of Education .ft rl\\J+~~-'- I ~Lo-)u '-' -ri_ Superintendent of Schools I Associate Superintendent Associate Superintendent Associate Superintendent Organizational and - School Operations and - Curriculum and Learning Learning Equity Climate I Assistant Superintendent Secondary Schools I Magnet School Principals I Assistant Principal- - Aerospace Magnet Magnet Site Manager Project Director I Magnet Specialist Teachers 32.. Management Plan (continued) As the chart illustrates. the overall administration of the magnet is centralized in the office of the Assistnat Superintendent for Secondary Schools who supervises and evaluates junior high and high school principals. The chart also shows there will be a Project Director . who will report to the same Assistant Superintendent. The Project Director is responsible for the implementation, monitoring, and on-going planning and evaluation activities of this magnet. Duties include: securing industry and university personnel to assist in preparing technical course content and to train teachers on curriculum products\ntraining personnel on the preparation of performance-based assessment material\nordering all equipment, software, and instructional materials relevant to curriculum . implementation\narranging for/ overseeing the installation of all laboratories\ncoordinating the public information campaign to recruit students across district lines\nestablishing/chairing the TQM Executive Steering Committee\nassisting in identifying qualified, talented instructors\norienting project personnel and teams to MSAP purposes, and student and program outcomes related to these purposes\nmaintaining expenditure records per grant award\nand preparing nrcw,,-,f-,,-7'1-n~ .. ~ to the U.S. Department of Education, LRSD Board of Educatio , agnet Review Commit , Universities, and Aerospace Campaign leadership. ~ -'.Ftte1~oJieec:cit Director w1 wor t ough the magnet site principals to direct the magnet school managers / assistant principals on their implementation responsibilities. The Magnet Site managers I Assistant Principals will be responsible for organizing teacher and student team~ and the Block Schedule at their schools\nmonitoring curriculum and performance-based assessment implementation\nand collecting evaluation data. I l ] 2.a. Cross-Functional Organizations: TQM Executive Steering Committee The TQM Executive Steering Committee will reJX)rt to the Assistant Superintendent of Secondary Schools through its Chairman, the Project Director. Membership will be composed of  the Magnet Project Director  one Magnet School Principal  four Assistant Principals - the Magnet Site Managers  the Aerospace Campaign Leadership Vice.:Chairnian  the General Manager, Rohr, Inc.  one LRSD Board of Education Member  the Dean, College of Science and Engineering Technology /UALR  the Department Chairman, Mathematics and Science/UAPB  the Director of Aviation, Henderson State University  the Dean of College Division, SAU-Tech 0  the Magnet Review Committee Chairman ----------r----......__  the Aviation Museum Director  LRSD Math / Science Curriculum Representative The Executive Steering Committee provides management guidance to enable the magnet to accomplish MSAP purposes, the project's specific objectives, and first- time program quality. The Committee's specific responsibilities include:  Providing review and oversight of progress as indicated in TQM Implementation Plan  Implementing TQM Measurement Tools for monitoring and assessing effective program performance, and achieving Systems Improvement/ Problem Solving (refer to Evaluation Plan)  Providing guidance to Horizontal teams that are empowered to ensure continuous improvements to program implementation and operation  Implementing Public Information / Marketing Campaign  Formulating final Articulation Agreements through university members  Coordinating Funding Plan for continuing program operation 2.b. Cross-Functional Orgaoimtions: Horizontal Teams The Horizontal Te.ams primarily represent the student and curricular / instructional technology organizational are.as and require integration to function effective] y. The Horizontal Teams are as follows:  Engineering Technology  Airway Science  Applied Mathematics and Science  Information and Guidance  Student Recruitment / Placement  Teacher / Student Teams\nScheduling The te.ams provide focus to program implementation and the process of continuous improvement as well as increased communication and shared decision making among the collaborative partnership. Horizontal Te.am responsibilities are outlined below for e.ach of the six te.ams. The Student Recruitment I Placement Team provides focus ment for the recruitment and enrollment of a white student popul tside of the district and a black student population from wit,~bd=\u0026lt;I\"\" reduce racial isolation. Processes and procedures for student-as  nt with district and Magnet Review Committee policies, and are enhanced by this magnet's recruitment strategies. The Applied Mathematics and Science Team provides focus and improvements to teacher training on the presentation of content to thematic instruction, job-related applications, investigative activities, and technology integration\nand performance-based assessment. The Engineering Technology Team provides focus and improvement for curriculum development and instruction consistent with industry standards, including emerging technology requirements, SCANS Know-How integration with academic instruction, and work-based / work-site learning experiences, performance evaluation, and certification. The Aviation I Airway Science Team provides focus and continuous improvement for curriculum presentation and articulation, and progress toward student certification in accordance with SCANS Know-How and FAA regulations. The Information and Guidance Team provides focus and improvement for career development and progressive communication to the community and industry regarding the education6.)md employment potential of students who participate in the magnet. This includes postsecon'Mary articulation, e, 1 three-level career path and wage / earnings, occupational I 1 cenification. industry-based work experiences, and preparation of career education/workplace readiness curricula. The Tea.cher-Student Organization Team provides focus for restructuring teacher and student assignments, and the Master Schedule to Block (\"flexible\") Scheduling. This new organizational approach is described on ~ The Magnet's Management and/or Teaching Staff will meet to review / assess implementation on regular basis as indicated below for specific groups: {f\n-: TQM Executive Steering Committee ........................... Quarterly  Superintendent's Cabinet .............................................. Quarterly  Assistant Superintendent Project Director, Magnet Site Assistant Principals ..................................... Twice Monthly  Horizontal Teams .......................................................... On-going until the instructional program is implemented\nthen twice monthly  Project Director, Teaching Staff, and Magnet Assistant Principals ........................................................ Monthly ) B. TQM Implementation Plan Overview The Magnet's Operating Plan will apply the MDC Total Quality Management System as an integrative mechanism for achieving MSAP purposes and objectives. Progress toward the Operating Plan will be formally reviewed each quarter by the Magnet's TQM Executive Steering Committee, and the Superintendent's Cabinet,and twice monthly by the Assistant Superintendent Project Director, and Magnet(sii\n)Assistant Principals. This review process ensures that management stays on track with-\"implementation activities and takes corrective action. if necessary. The Summary TQM Implementation Plan includes 13 majorobjectives and supporting tasks grouped according to three elements of the Magnet's TQM system: Personnel - School and Management Partnerships Teams\nSupportive Cultural Environment\nand Formative Evaluation System and Processes. Tables 7a, 7b, and 7c show the 1993-95 Summary Implementation Plan. * McDonnell Douglas Space Systems Company 37 I I I I Table 7a  Summary TQM Magnet Implementation Plan Attract /Hire / Orient Right Personnel :l Announce Openings-Management, Teache-----~  Attract Experienced Management People  Recruit Top-rated Local Talent _______ ......, ... :J Interview, Select, Assign Personnel ------+-L=-+---+---+\"'\"'\"\"\"I w All Hands Orientation Meeting --------+---\"'~--~--+---+--  Project Director Briefing on - MSAP Goals and Objectives - Magnet Student Outcomes and Measures - Curriculum \u0026amp; Instructional Technology - TOM Implementation Plan - Management Plan - Program Coordination with Museum of Aviation History Form Partnership Management Teams\nBrief and Train :J TOM Executive Steering Committee _____ ---fl_  Institute Orientation Program -------~ (8-1)  Train for Increased Accountability------1---.,..... ....... ~ ....... ~ .............. ,...... ....... ~ ....... - ::J Horizontal Teams ___________ ----1-~  Institute Orientation Program _______ -+--t~,.,.,.:,~,..,.,.,..J....,..,.,.,....h,..,.,.,.ml,.,.,.,.,.,.,.,I  Train for Increased Accountability _________ ....... ....... ~ .............. +\" ....... _ ....... \"\"\"\"i Achieve Magnet Student Enrollment ::.J Implement Recruitment Plan --------f-\"\"\"'~..,.....~ .....  White Students Across District Lines and Private Schools C Black Students within Magnet JH Schools White Students within LRSD - enrolled in Magnet JH Schools or other LRSD JH Schools :J Assign Students to Magnet Junior High Schools __ +--_-+\u0026lt;-\u0026lt;......,\u0026lt;-\u0026lt;1 ::J Assign Grade 9 Magnet Enrollment to New Aerospace Magnet High School KEY: Bold Text = Objectives ~ = Supporting Tasks A = One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June Table 7a (Continued) Personnel - Teams and Partnerships Implement Student Information and Guidance Component  Advise Students on Occupational Program 1st  2nd. 3rd 4th :1st  2nd 3rd  4th Majors and Economic Potential --------+----+---1_ ...... ~ ....... ....,,.. ....... ~-....... .,,.... ....... .......... - Career Path at 3 Levels - Job Descriptions - Articulated Course Sequence I Advance Credit - Occupational Certification Achieve Teacher I Student Organizational Plan 0 Form Teacher Math/ Science/ Technology Teams---------------+---+\"\"\"\"\"\"'~ :J Assign up to 120 Magnet Students to One TeacherTeam-------------+---lt\u0026lt;\"\"'\"'\"\"'~ :J Establish Block Schedule ---------+-\"\"\"\"~\"' Achieve Specialized Course Content and Applications for Grades 7 -9 :l Technical Algebra I, Descriptive Geometry (8-9), Engineering / Space / FAA/ SCANS Infusion ----+-~-\"'\"\"\"1 :l Applied Mathematics I, 11, Engineering/ FAA/ Space/ SCANS Infusion (8-9)--------+---\"\"\"+\"'\"\"'\"\"\"I :.J Aerospace Mathematics, FAA/ SCANS Infusion (7) --------------+-----\"'\"\"\"'+\"\"'-\"\"\"\"'I :l Content Matrix for Science _ Including Aerospace Biology --------t--.LL,C,'1\"-'~'1  Software I Laserdisc Program Identification for the Above ---------+---'~...,,_,,__,. 0 Science Apparatus / Equipment Identification ----t---\n:\n~~,l..,..,. .... 0 Airway Science with SCANS Academic lntegratio ...._--+-___,\"\"\"\"\"......,..........,. ........ :l Engineering Technology with SCANS Academic Integration _______________ ......_~.....,_r.o+,\u0026lt;......., CJ Software / Equipment Identification for Airway - Science and Engineering Technology (9) _____ ....... ....... i:J Implement Instructional Program ____________ _.._._.......,..~ .............. .,,.... ....... ....,.... ....... ....,._...., KEY: Bold Text = Objectives ~ = Supporting Tasks .\u0026amp; = One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June Table 7a (Continued) ) 4th Develop Performance-Based Assessment Material (Grades 7 -9) -----------+---+-----+\"\"\"''\"\"\"\"\"\"\"''\"\"\"~'\"\"\"~'\"\"\"\"\"\"\"'i\"-\"'\"\"\"I 0 Science ::\u0026gt; Mathematics u Technology Lab 20CO 0 Airway Science (9) c:I Engineering Technology (9) Implement Planning Component for Aerospace Magnet High School  Develop Course Outlines / Project Designs --~---\"\"\"-~=~=a..= - Aerospace Physical Science - Hi-Tech Presentations - CAD / CAM Project Designs - Electronics Project Designs - Airway Science/ Museum/ FAA/ University Activity Coordination - SCANS Infusion to Above  Align / Prepare Assessment Material to Course ---+---+----,1---...,.,.....,...~....,....,....,....~r,,.~\"'l Objectives to Content for Above  Design Computer Laboratory Facilities -----fl',\u0026lt;,\"\"'\"\"\"\"  Prepare Hardware/ Software Purchase Listing_--+----t---'\"\"\"+\"-\"\"\"\n.q  Identify Teacher Training Activities for All Grade 10 Curricular/ Instructional Technology Implementation  Prepare I Approve Formal Articulation Agreements ---------------t--,....,..\"\"'\"~\"\"\"\"\"\"\"'\"\"\"\"'\"\"\"\"\"\"\"\"\"\"l :.J Prepare Evaluation Collection Data Sheets I Surveys for Above\nDisseminate to Magnet Site KEY: Managers --------------+---+----+----,~--+'-\"\"\"\"\"\"\"  Portfolio - Computer Technology, Technology Lab 2000, Aerospace Science, Airway Science, Engineering Technology  Performance - SCANS Know-How, Certificates of Initial Mastery, Stanford Achievement  Program Effectiveness Surveys Bold Text = Objectives ~ = Supporting Tasks  = One Date 1st= July- September 2nd= October - December 3rd= January - March 4th= April - June I  l I Table 7b  Summary TQM Magnet Implementation Plan Supportive Cultural Environment 1993-94 ,1994-95 2nd 3rd ..... 4th ,1st : 2nd . 3rd 4th Ensure Essential Knowledge and Skills Development :::J Implement Training Plan  Use of Multimedia Equipmen...._ ________ '\"\"\"'\"\"'-\"\"\"\"~\"\"\"\"-\"\"\"\"_.......,\"\"\"'\"4  Computer Software Applications and Videodisc Programs --------------------'\"\"\"\"\"\"\"\"\"\"\"\"\"\"\"\"\"'\"\"'~\"'\"\"'\"\"\"\"\"'\"\"''\"\"\"  Teaching for Conceptual Understanding in Science Via the Content Matrix--------+----~=\"\"\"'=~=\"\"'=~  Experimental Design and Science Process SkillS----------------------=-\"\"\"'=~=~=\nu.q  Performance-Based Assessment through SCANS------------r-r-r-r~t\n:\n~\nl~\nj~~  SCANS Cumulative Resume Student Record --+--,=::l::::=---+------t:=~-\"\"\"'\"\"'\"\"'1-\"\"'\"\"''\"+'\"'\"\"'\"\"\"\"r\"-''\"\"\"I  Applied Mathematics and Software Programs ---1~~~----+---f'~~  Computer Technology Curriculum-----~~=~\nt----t~~b\"\"~\"\",,I  Airway Science Curriculum and Equipment -----....--\"1-------.,....--61  Engineering Technology Curriculum and Software Programs and Equipment------r--r=4\n:\n:\n:e:~~~~~~  SCANS Know-How Integration --------1..-----........ -~\"'\"\"'\"'\"'\"'\"\"'~~'\"\"\"\"~  Student Product Development Teams and Management ____________ -t-_--t\"___.,\"\"t...._-\n:'l\n~.,)n=~==b=~\"\"\"'  Portfolio Implementation and Management __________ ___.~=-~---~\"'\"\"''\"\"\"'-\"\"\"\"\" Achieve and Retain Enrollment :.l Implement Public Information Campaign -----+-...z\n,e.\"f,\u0026lt;=~==1\"-G\"\"\"-~\"\"\"=f-\"\"\"=\"iF\"\"-=~'\"\"I w Student Industry and FAA Tours and Shadow Programs --------------r--r-\n:\n:\n~~~=~=~=~~~~= Q Career Counseling ------------+--+-'\"'~~~~~~~~~~~~~~ 0 Industry I Aviation/ University Mentors-----+--,-+----1\u0026lt;'~'-\"l\"'\"\"''\"\"\"~'\"\"\"\"f-\u0026lt;~\"\"+\"\"\"\"~,......~ :J Student Awards Program ---------+--+---+----4---11----+---+-----,1----i Develop an Environment of Open, Honest Communication CJ Monthly Magnet Staff Meetings --------t----\"~=~~=e~~~~=~~~~= 0 Bi-monthly Horizontal Team Meetings------+-----+'\"'\"\"'~\"\"\"\"\"~\"\"\"~\"\"\"=4\"\"''\"\"\"\"\"\"\"~\"\"'\"'\"\"\"\"\"\"' KEY: Bold Text = Objectives ~ = Supporting Tasks  = One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June L j l 1 Table 7b (Continued) w TQM Executive Committee Meetings _____+ --..A.+-_..\u0026amp;._.-~. ......... \u0026amp;-,j--j.\u0026amp;.-.-+-+-.- -.-+-_..\u0026amp;.  Assessing Implementation Progress  Providing Guidance to Horizontal Teams 0 Management Staff Meetings (Bi-Monthly) ____. .~. \"\"-\"4'~=\"\"\"'~==~='4\"=.c,q..=\u0026amp;.u,.=\u0026lt;.u.\n~'\"\"I :I Progressive Communication Program  Progress and Feedback/ Meeting Minutes - TQM Executive Steering Committee ____ -4-_ _., .... .__,.1.L........1j..,_ _.j.___.j..,__,.,..,.__J,.__j - Horizontal Teams ----------~-... ~~~---.~--+~--.~--.. ... ~a....i...,.-1 - Superintendent's Cabinet _______. ...... _... . .,..__.,.,~L........1J..,__,.J..,___.j..,__,...4.__~..,_. .....j.. ,..  Teacher Recognition Progr t. ~ t.. t. ,. ~  School Tours ____________+ ---+-----~........~- ~ ...-...., .,.......- .-.-~~ --  Program Effectiveness Survey to Parents, Students, Teachers ------------\u0026lt;~-~-+---........ --.\u0026amp; ........ _---l __ ~_.....,....__ - Report to Board of Education A. A.  Newsletter A. A A. A A. A  A. KEY: Bold Text = Objectives ~ = Supporting Tasks  = One Date 1st = July - September 2nd = October - December 3rd= January - March 4th= April - June Table 7c  Summary TQM Magnet Implementation Plan Formative Evaluation System \u0026amp; Processes Establish Management Schedule and Become Audit Ready ::l Prepare TOM Executive Steering Committee 1993-94 1994-95 1st 2nd 3rd  4th 1st ,, 2nd 3rd Quarterly Meeting Calendar and Agenda ____ ....,..  Assess Implementation Progress in Accord with TOM Plan\nProvide Corrective Action or 4th Changes, if necessary ___________ ___._ ....... .,.,,.,,., .............. _. ....... ........ ....._. ............... ,,.,..... ....... ..__  Assess Horizontal Team Progress\nProvide Guidance _______________ ....., .............. ,...... ....... ....... .....,. ............... ,,.,..... ........ ...,..... ....... ........  Assess Progress Toward Final Formal Articulation Agreements with Universities-----+---+-----1\"\"\"\"\"' ....... ~ ....... ~~ 0 Check Desegregation Compliance -------+---+---+-----+---+---+-: I Review / Assess Expenditures in Accordance with Grant Award--------------+----+----,f--\"\"\"\"'i\"\"'\"\"\"\"\"i\"\"\"\"\"\"1\"\"\"\"\"'~\"\"'~\"\"\"\"'1 :l Check High School and Museum Construction Progress----------------+-_...,... ....... ........................... 0 Prepare Horizontal Teams Calendar-------+-\"-  Prepare Magnet Staff Calendar--------+- Implement TOM Measurement Tools to Monitor and Assess Effective Performance ---------,1--....-..ii :l Team Self-Assessment Survey _______ -+----+--\"'-----lf---\" _ -+-_-+-__ \"'-----1 _ +-' __ --+-'_ :J Community Assessment Survey -------1---+---+----+--1----+---+----+-: J Benchmarking --------------+---+----+-\"---+---~--..__....--+-\"---+-- Achieve Systems Improvement/ Problem Solving :l Detailed Planning Based on Team Self- Assessment _____________ --+----t==~=~=~==~=~\"\"-\"'\"f\"\"\"\"\"\"\"I :l Apply Selected Problem Identification Tools, if necessary --------------i----~~~~~~~~~~~~~~~~ CJ Implement Structured Team Problem Solving ----t--F\"'....._~...,..~\"\"'~\"\"'\"\"\"~\"\"'\"\"'+\"' ....... '\"+' ....... \"\"'1 0 Detailed Planning Based on Community Feedback\nObjective Setting ---------+---+----+--1----l\"\"\"\"\"'\"f'\"\"\"'\"-'1 .............. +--'\"\"\"\"\"\"1 KEY: Bold Text= Objectives W2':l = Supporting Tasks A.= One Date 1st = July - September 2nd = October - December 3rd = January - March 4th = April - June C. Attainment of Specific Outcomes The MSA Act has two purposes: the elimination, reduction, or prevention of minority group isolation in elementary and secondary schools with substantial portions of minority students\nand the strengthening of content knowledge and the grasp of tangible and marketable vocational skills of the courses of instruction within magnet schools. As Table 8a, 8b show, this section will discuss the achievement of this magnet's outcomes to accomplish MSAP purposes within the project period Table8a MSAP Purpose: 1. Support the elimation, reduction, or prevention of minority group isolation A c.~...A-\\t.. Project Activities Project Objectives: La.Reduce racial isolation in three junior (J) high (H) schools exceeding the 60% (B) - 40% (W) range of being in balance. JH ~ Enrollment Outcomes New White Enrollment 118 195 112 % Black 13% 10% 15% Racial 1.b.Pfevent racial isolation in a school in danger of becoming  Centralized Public Information Campaign  The recruitment and enrollment of 1255 magnet students as coordinated throu h this ma net 's Student Recruitment and Placement Team and the ___ Magnet Review Commit e RC) 7 _.___ __  Car'eei:--cll~j-e{mtt~--ancr counseling to ensure program commitment  Assessment by the TQM Executive Steering Committee and the Student Recruitment I Placement Team Table Sb MSAP Purpose: Project Objectives: 2. Support courses of instruction within magnet schools that will substantially strengthen the knowledge of academic subjects and the grasp of marketable skills Project Activities 2.a.To strengthen content knowledge in science. mathematics, and the elements of high technology as measured by the LRSD SCANS Performance-Based Assessment and Portfolio Reports\nand the Stanford Achievement Tests 2.b.To achieve the Work-Ready Proficiency Level and Certificates of Initial Mastery in accordance with the U.S. Department of Labor SCANS Reports for America 2000 and as measured by the LRSD SCANS Performance-Based Assessment and Portfolio Reports 2.c. To determine the effects of a high technology program on student performance and work readiness as measured by the LRSD Communit,y Assessment Survey _,_..:  The development of detailed coursework which integrates instruction, SCANS competencies, high technologies, industry-based training and Museum of A via ti on programs. . ,,,,,../ Jr~  On-going articulation with the Universities at Little Rock and Pine Bluff, ~ Southern Arkansas University-Tech and Henderson State University regarding course content, the sharing of instructors, and formal articulation agreements  A structured on-going training program with verification of in-class laboratory implementation through supervision and monitoring by TQM Executive Steering Committee, Horizontal Teams, and LRSD Magnet Management ? Team_  The design of a science scope and sequence unifying concepts across disciplines, Aviation / Space, product engineering. and environmental issues using Science For All Americans themes  Technology-based instruction through multi-media integration experienced in state-of-the-art laboratories  The presentation of content through nine articulated course sequences representing five aviation career tracks and four engineering technology career tracks  Instruction that builds a student's conceptual understandings through handson, problem solving investigations, and teamwork  Enhance meat and reinforcemerrr-student understanding of content connected to museum activities, summer school programs, and industry tours and work experience  Restructured learning environments involving teacher-student assignment and schedule reorganiration  Student information and guidance regarding career track/ prescribed course sequence, university articulation, job descriptions and career levels regarding economic potential, industry-based training, and SCANS certification  Development of student portfolios and cumulative resumes for assessing actual student performance  Creation of SCANS Performance-Based Assessments in alignment with course objectives to measure actual student performance  Progressive program communication plan involving teacher and student '1 recognition assemblies\nschool tours open to the community\npartnership--/' ' team meetings\nand minutes, surveys, reports, and newsletters to the TQM Executive Committee, Horizontal teams, Superintendent's Cabinet, Board of Education. and the community  Implementation of the Evaluation Plan for assessing progress toward project objectives and the TQM Implementation Plan  Implementation of TQM Partnerships Management Teams for achieving continuous program improvements I , I D. Use of Resources and Personnel to Achieve Each Objective Goal 1: To Reduce or Prevent Racial Isolation Recruitment Pertinent to the achievement of goals in this area are the recruitment, enrollment, and retention of students in the magnet The recruitment, enrollment and retention of students in the magnet will be accomplished by personnel in the following positions who will be members of the Student Recruitment I Placement Team: Magnet Site Managers, Magnet Site Career Counselors, Computer I Technology Teacher, Technology La.6 2000 Teacher, with industry and university personnel, and MRC representatives. To recruit the project enrollment, a centralized and on-going, but staggered public information campaign consisting of aggressive marketing and recruiting will be carried out in North Little Rock and Pulaski County Special School Districts, neighboring school districts and private schools. The marketing phase will focus on providing general information to the community. The recruiting phase will be implemented in two stages. Activities are portrayed 1 the boxes below. inc de:  M s mailing of high  ts sheets tions and sessions  Special media coverage from newspapers and cahle TV involving industry and university partners  The placement of highlight sheets in targeted businesses, churches, and newspapers  Telephone hotline  Billboard, hus benches, newspaper advertisements Recruitment Activities include: Phase One - Project Initiation  Saturday recruitment booths at designated shopping malls and stores  Flyer distribution\nneighborhood blitz  Special assemblies at targeted schools demonstrating how students learn in this magnet, i.e. multimedia technologies  Evening sessions involving partnership presentations outlining career path and employment I ecomonic potential Public Service Announcements indicating how to apply eetings with L_RSD and PCSSD parents and PT A groups Phase Two - On-going  Media Blitz  Brochure distribution  Video cassette recordings used in public presentations and school assemblies  School tours and Open Houses with joint industry and university presentations  Speaker's Bureau and parent recruiters  Use of any of the above outlined in marketing and Phase One  Magnet School newsletters '-, Student Selection All students must complete an application form in order to be processed for enrollment. Enrollment priorities are listed below: I .a. NLRSD and PCSSD _______ l.b. Black and White Student White Students 2.a. Out-of-district ancL ______ 2.b. Private School White Students enrollees attending the three (3) magnet junior high schools -~ Thirty (30) White Students / (\"'~ '1, within LRSD. Ten students will be selected for each magnet site provided the racial balance of the sending school is not affected. Student selection within categories 1 and 2 above will be on a \"first-come/ first-served\" basis. Students will be wait-listed in the same manner. When a vacancy occurs, students will be called in the order listed. For the second year of the magne7only grade seven students will be recruited / selected unless an opening and no waiting hst exists for grades 8 - 10. Grade 9 students become the grade 10 student enrollment in the new Aerospace Magnet High School. Goa() 2r To Strengthen Content Knowledge in Mathematics, Science, and the elements of high technolog)'. ~ To ensure continuous improvements to program 0 implementation and operation through a Total Quality Management and Evaluation System. To accomplish the above goals, district and project-funded personnel and resources will be used in the (1) development and implementation of specialized curricula and assessment materials, (2) teacher training\nand (3) program communication, management and quality. Curriculum development and teacher training to implement the new instructional and assessment materials will be completed by the Horiwntal Teams for Applied Mathematics and Science, Engineering Technology\nand Aviation/ Airway Science. All project-funded personnel will be assigned to a team based on the particular magnet content they will instruct Horiwntal Team membership and tasks are specified in Table 9. Table9 Horizontal Teams Curriculum Development and Implementation  Teacher Training Applied Mathematics Engineering *Aviation/Airway Information \u0026amp; Teacher/Student \u0026amp; Science Technology Sciences Guidance Organization MEMBERSHIP MEMBERSHIP MEMBERSHIP MEMBERSHIP MEMBERSHIP . . 6 Mathematics Specialists . 3 Technology Lab 2000 . 2 SAU-Tech University . 3 Career Counselors . 3 Asta~nt P incipals 6 Science Specialists Specialists Professors 3 University . . 1 M gn eacher LASO Math/Science . 4 Computer Technology . 2 Henderson State Representatives Spe list and 1 Career Consultants Specialists University Professors . . 1 FAA Representative Counselor from each of the 2 University - Logowriter Robotics . 2 FAA Representatives . 2 Industry Representatives other Horizontal Teams Representatives -Aerospace Pre-CAD . . 1 Central Flying Service . 2 Industry Representatives -CAD Representative 1 FAA Representative . 4 Industry Representatives . . 2 Museum Representatives 1 ComputerTechnology -CAD . 1 ComputerTechnology Specialist - Product Engineering Specialist - Quality . -Environmental . 1 UALR Professor TASKS 1 SAU-Tech Professor .  Course Outline Preparation 1 UAPB Professor TASKS \u0026amp; Identification of FAA TASKS TASKS Resources, Equipment/  Content Matrix Preparation TASKS Software Purchases and  Career Development \u0026amp;  Block Schedule  SCANS Assignments hands-on activities tor Workplace Readiness Organization  Experimental Design to  Software \u0026amp; Equipment instruction Course Preparation  Heterogeneous, Racially Project Identification Purchases  SCANS Assignments, and  Articulation Agreement Balanced Teams ol 120  Engineering, Aerospace,  Capstone Projects, \u0026amp; Performance \u0026amp; Portfolio Preparation Students Museum Applications Instructional Module Assessment Material  Career Counseling  Science I Mathematics/  Equipment \u0026amp; Software Teaching Lesson Pre- Preparation Schedule and Handbook Technology Core Teacher Orders paration to Integrate SCANS  Instructional Schedule Preparation Team\nAssignment of 120  Performance-Based Workplace Competencies to Preparation  Monitoring \u0026amp; Assessing Students to each Teacher Assessment Materials Academic Content  Planning Component Team Progress per Tech Core Team  Planning Component  Performance \u0026amp; Portfolio Implementation Implementation Plan Implementation Assessment Manual  Monitoring \u0026amp; Assessing  Teacner Training Plan Preparation Team Progress per Implementation I Planning Component Implementation Plan  Monitoring \u0026amp; Assessing Implementation Team Progress per  Teacher Training Plan  Courses instructed by lmplementatlon Plan Implementation Henderson State University,  Monitoring \u0026amp; Assessing SAU-Teen, FAA, and industry Progress per TOM personnel Implementation Plan - - - r The membership of each Horizontal Team will be organized into working committees of 4 - 5 members that compose the partnership (i.e. LRSD, University, _FAA, industty, Museum) to complete curricular and assessment materials, to implement the planning_ component for grade 10 coursework as described on page __ , and to plan the sequence of activities for on-going training (refer to page __ ). The working committees will devise benchmarking criteria for assessing progress in accordance with the TQM Implementation Plan. One member from each horizontal team will report to the TQM Executive Ste.ering C.Omrnittee regarding program implementation progress. A second horizontal team member will be the liaison among the other horizontal teams to insure there is academic-technical-SCANS curriculum integration and assessment alignment with curriculum materials. As detailed course content and lesson models are developed, the project will acquire related computer hardware and software, scientific equipment/ apparatus, and instructional materials to meet the learning needs of magnet students. The project will also prepare the perfonnance assessment materials to correspond with course objectives in integration with SCANS proficiency levels, workplace competencies and portfolio work samples. Fused throughout curriculum and assessment material development will be computer I multi-media, software / video disc training sessions, and industty / FAA tours for magnet personnel to experience firsthand the technology requirements for content and instruction. Teacher training on curricular / assessment content will be presented by the working committee partnership to Magnet personnel of all horizontal teams and the TQM Executive Steering C.Ommittee, as appropriate. ~ Apple Computer, City Business Machines (Apple Computer Installing ~-+-\u0026gt;--.:Creative /~ ~ing Systems, and other hardware / software dealers will provid (in-kin the ?' computer software / hardware and Technology 2000 Laboratory training. T  g or magnet teachers to manage and implement student \"Product Development Teams,\" Elements of Instruction, and special lesson design will be coordinated by the Project Director through the Arkansas State Department of Education and professional organizations. Although teachers will prepare materials, install laboratories, and receive training the first semester of the project, it will be necessary to add project-funded summer and weekend institutes to accomplish Goal 2 by the second semester. Magnet teacher specialists will use this project's course content, and related participatory hands-on laboratory activities and technology to strengthen student understanding of concepts and skills. A variety of instructional and organizational approaches to meet the range of abilities, learning styles, and interests of students will be provided by all personnel in the I instruction of students. Teacher science / mathematics / technology teams responsible for just) '1 120 magnet students, more instructional time, academic / work-based / work-site learning t, integration incorporating SCANS Know-How, students working cooperatively in heterogeneous teams, the establishment of relevant work-connected learning to the educational setting. and flexible scheduling will promote individual student learning and raise student achievement levels. The instructional approaches, student/ teacher assignment plan. and block scheduling are described in depth on pages __ _ Career counselors at the junior high and high school levels are critical to student _progression and retention in the magnet, and career goal attainment. The four counselors will play an important role in gaining student commitment to complete the project and to continue the career path into community college or university enrollment and aerospace I aviation employment. These counselors will serve as advisors to magnet pupils as they work with -students making career track / occupational program major decisions, and planning course schedules~ will also be the liaison between industry and the magnet. and ~~~e magnet with respect to the work-site experience, program and \u0026amp; .... -:?ANS certification, and monitoring articulation agreement progress. To maintain student ~JY:, 7 interest in the magnet and chosen career goal, counselors will coordinate the industry mentor S\n,rrf ' and shadowing program, and student awards program with aerospace representatives. They j rY' ~ will also instruct the grade 8 Career Orientation and grade 10 Workplace Readiness courses. I All management and teaching personnel through their active participation on the TQM Executive Steering Committee (Project Director and Assistant Principals) or Horizontal Teams (Assistant Principals. Career Counselors, Magnet Specialist Teachers) will complete tasks integral to monitoring program implementation, and continuous improvement toward the achievement of project objectives. The network representation diagrammed below illustrates tasks necessary to this formative evaluation process. Guidance Toward \u0026amp; Acheivement of Project Objectives Structural Team Problem-Solving \u0026amp; Formulation of Improvement Objectives sta Bene C Horizo Tea elf-Asses ~~~ { ification  eeds E. Equa] Access and Treatment The Little Rock School District is committed to providing equal access and treatment to all those eligible to participate who are members of underrepresented groups. This commitment is demonstrated by the LRSD Board of Education Policy that states \"All children, regardless of race, sex, creed, ethnic backgrounds, and/or socioeconomic stature will have equal access to educational opportunities.\" LRSD has designed the Aerospace Technology Magnet to allow access of both minority and non-minority students to program enrollment in three Aerospace Magnet Junior High Schools. All students will be admitted to the program in accord with fair and equitable magnet enrollment procedures. These procedures use a lottery system when a school is over-enrolled guaranteeing that all programs are fairly accessible. In addition special education students who are being mainstreamed will be accepted into the magnet where the program is consistent with the IEP (Individual Educational Plan). School plants have been modified to allow the special education student easy access to facilities. Once students are accepted into the magnet instructional programs such as cooperative student work teams and student / teacher team organization will guarantee students will not be segregated within the school or the laboratory. F. Recruitment of Students From Different Social, Economic, Ethnic, and Racial Backgrounds i The Aerospace Technology Curriculum ----------... Applled Mathematica Aerospace Malhemalics (7) Applied Malhematic:s I (8) T edlnical Algebra I (8) \"\" Applied Mathematics II (9) OeticnptIve Geome1ry (10 Techmcal Algebra II (11) auant1tatIve Literacy tor Aerospaoe (12) DNcriplive Geometry (9) Tectncal Algebra II (10) Advanced AJgfbra/ Trlgouomelry ( 11) Cak:uUI (12) Aviation Airway Science Intro Aeronautics,t.ab (9) or General Av1a11on (9) or Machme Shop Technology (9) Progranvnmg Language (10) or A1raah Systems Theolv (10) or Powerplant Theory \u0026amp; Maintenance (10) Powerplant Theory ( 11) or Electrical C1rcut Analysis ( 11) For1ran.Cobol ( 11) or Av1atIon SaletyA.egislation/Air Transportation (11) Pnvate Pilot Cer1 A.ab (12) Powerplant Systems (12) or Air Traffic Control\" (12) or Assembler Language \u0026amp; Operating Systems Internship I, II ( 11 , 12) Aerodynam1cli \u0026amp; Per1ormance ( 12)  Classes will be instructed ,n Museum ol Aviation History Comput Technology Integrated Softwa,. Applicallona and Logowriler Robolic:s (7) Hypercard,tiypennedla and Aero.pace Pre-CAD(\u0026amp;) tt-Tech Pr...,._lions (9, 10) Applied ComnncaMon (English) (12) I Japar'IW or Ruaelan Oft~ Spanilh or German c1 ~ ) ~ ~ Magnet Course Sequences Grad 7-12 Title Ill - Magnec Schools Allistance, Sec. 3003: Stalemenl of P\\#poee (2) - Colx1ies ol in\u0026amp;1ruction lo sub\u0026amp;tantialy atrenglhen academic u:,jec:ts and lhe tangible/ marketable vocational skiU\u0026amp;. - Applled Science Aeroepace Science I (7) ~ Science II (8) Aero9pace Biology (9) Aeroepaoe Phymc:al Sdence (10) I Chemistry (10) Aerodynamca and Meteorotogy (11) Physica (11) 0Na1Jljve Allronomy \u0026amp; Phyac:al Geology (12) Engineering Technology In~. ConcuTwll EnglnNring (9) or km\u0026gt;. eon,u.r Sdence (9) Cc\u0026gt;quer-Aided O.V, Appllcallons (10) or Maoolad\\mg E11gl11a.tng lec::hi'lology I, II (10, 11) ~ Englnaarlng T ecmology.CAD I, II ( 10, 11) AdvMOed Cor11MW-Aldad o.lgr'I Applications (11) Prograrming tor Eliglneamg Majors (12) Fabrication DNiQ1'1 Prqedll (12) or Mechanical Systa,na DP (12) or Manufacturing Deaign PrOiec:t (12) Internship I, II ( 11, 12) - - Quality of Project Design The project includes the fcilowing topics: A O.,erview: The Aer05pace Technciogy Cu1Tia1lum 1. Applied SdenCE and Science Latxratay 2. Applied Mathematics 3. Computer Technology and the Canputer Techndogy Laboratcry 4. Faeign Languages 5. Engineering Technciogy 6. Aviation 7. SCANS Know-Ho.v 8. Work-Based and Wak-9te Leaming and Experience B. Aerospace Technology in Grades Seven and Eight (Junia High Level) 1. Content Knowledge in Mathematics 2. Content Knowledge in SdenCE 3. Content I\u0026lt;no.vledge in Canputer Techndogy 4. The Techndogy Lab 2000 Curria1lum Integrattoo Center 5. lnfamatia, and Guidance  C Aerospace Technology in Grades Nine and Ten 1. Content I\u0026lt;no.vledge in Mathematics, Sden~ and Computer Technology 2. Cootent I\u0026lt;na.vledge in Engineering Techndogy 3. The Tec:hndogy Lab 2000: Scientific Uteracy Center 4. Content Knowledge in Airway Science 5. Workplace Readiness and Industry/Business Internships D. Instnic:tia,al Approaches and Assessment a Student Perfamance 1. Learning in Cootext 2. Product Deveiq,11.ent Teams/Cooperative Leaming 3. The Patfdio 4. Perfananc:e-Based Assessment E. Teacher and Student Organizati a, F. flexible Scheduling G. The Aviaticn Museum Educaticn Department Docent Program 1. Courses d Instnic:ticn 2. The Library 3. Schcol Visitaticn Program 4. Planetarium 5~r~ H. The Staff Training Plan 1 The Aviatim Museum Educatia,al Resoorae Caiter fa Teachers J. The Planning Canpaient to Develq:, Aa-a\npaae Techndogy Magnet Curriculum fa the High Sduxi K Bringtng Students Fran Different Backgrounds Together L Staff Experience in and l\u0026lt;no.vledge ct Curriculum Development and Desegregation Strategies M Addr~ing Educatia,al Needs Approp,ate to Students Enrdled N. Parental Dedsiat-Making and Involvement Eadl tq:,ic is desaibed in detail after the CYerview to this sectfa,. A Overview What fdlows is a oornprehensve summary a the Aertspace Technology a.1mdum As sho.vn in the aganizatia,al chart below, the Aerospace Techndogy Magnet is crganized into two oa:upatiaial program majcrs ct nine career trades and an interrelated academic and technaogy oore a rtqiirements a:mtsting at Applied Mathematics and Science, and Canputer Techndogy. The Aerospace Technology Curriculum Elective Elective Integration Core Integration Aviation Applied Engineering  Airway Sc:ienc:. Science Technology ~YComP'Mf Science Applied  Manufadimg Engineering AJr-,\u0026amp;aence Mathematica Technology ~rt * *  Electroni01 Engineering Ai-craft Syatama Comput Technology Management Technology  Cc\u0026gt;rnputer Enginewing AYll!lonMai~ Tec:MOlogy  Profeasional Pilot Foreign Language  Mechanical EnginNnng Technology I I I I  1 A structured sequence ci courses has been specifically designed fa- eadi a the three OJrricular ccrnponents to enhance participants' prospects fer immediate empl(3/ment er continued education following high school graduation. All magnet students in grades seven through ten will participate in applied mathematics and science, and a:mputer technology oourseworlc each year. This means that magnet students will take one mere year ci math and two more years of science than is required for high school graduatioo. All magnet students have the cptiai of beginning faeign language instruc:tia, in grade 7, 8, er 9 in a,e language a their chcice. This allo.vs for six years of a:nc:entrated study a a global language. Magnet students will select either the Aviatia, gineen g Techndogy Occupational Magnet program majcr and a car tr hin the selected __ cx::cupatiaial area upa, entering grade nine Th et stu en fdlo.v the specialized tDJrse sequence thrwgh grade 12, thereby a:mpleting the program in his/her oa:upational program majer. The chart a, the q,pastte page wtlines the rurrirulum ~ cx:mpa,ents and grade levels fer the entire grade 7-12 aerospace magnet. Grade 7-10 course seq.aences wi111 be implemented during the two year MSAP prqect pericx1 (1993-95). Grade 10 students will a:ntinue the rurrirular path as eleventh graders in 1995-96 and as twelfth graders in 1996-97. The latter two years (1995-97) are not MSAP prqect years fer this partirular application, thereter rses introduced durin these two ,~-.i.\u0026amp; :t._~ will be desaibed in the Canmitment and Capacity sec:tia, of this application. The magnet's articulated course sequences in Mathematics and Science, Aviation, and Engineering Techndogy are designed fer students to a:mplete in advance some requirements toward receipt a Federal Aviatia, Administration (FAA) certificates, and/ er Assodate a Applied Science or Bachelcr a Science degrees. 1. Applied Science and Science Labcratcry Aerospace Science ca,tent will be preseited in ca,nec:tia, with its applicatiais in aviatiai/space, design and prcxiuc:tion technology, and envira,ment protec:tioo. This will be aax:mplished thrwgh the recrganization ct the district's science rurrirulum and the aercspace science applications (refer to Appendix) to thanes. Thanes are ideas that integrate the ca,c:epts of different scientific disciplines. Cainec:ting the impcrtant science a:ncepts between existing rurrirulum and aerospace science with science themes will improve students' atility to make more meaningful the relaticnships between science a:ncepts and cxher related disciplines. Amaig the majer themes that will be used are these discussed in Science Fer All Americans-: * Chapter 11, Common Themes, p. 155. See Appendix. )  Systems  Coostancy  Patterns ct Olange  Sc.ale  Model  Evolution Table 1 represents a pattern fa a a:ntent matrix that wilJ be filled in with a:nc:epts and thematic ideas. ~ Table 1 - A Pattern for a Content Matrix Grade 7 8 9 10 G.,.,al Science Aeroepace Science Phyelcal Science Earth Soienoe U Avllltlorv Product eiwta11 .i SoJenoe Spaoe EnglnNrlng ..._ Unifying Concepts Theme(1) Subconcept The magnet's science teacher specialists wilt use the pattern fa a a:ntent matrix to design the sa:pe and sequence c:i the Aerospace Science curriculum (grades 7-8) Aerospace Bdogy (grade 9) Aerospace Physical Science (grade 10) in a:njunctia, with the district's General Science and Bdog cuniculum. Building the matrix will require that magnet t cher ecialists a:ncentrated pericxi c:i time free from teaching respa,si ...., applic.aticn asks for amiculum wTiting time during the S\\lmmers and after schod haus to develop the matnx in alllabcraticn with the universities and industry. Imptementatia, of the matrix will be enhanced ~ student investigatia, and experimentatia, in a laooratoty setting. This program also requires a science labcratcry at each magnet site for students t:tE ence hands-a, activities keyed to the matrix. The lal:xratcry will bes up to indude scientific equipment and materials. fifteen a:rnputers d a:rnputa- interface txJxes, probewar~ and software pacxages that will alla.v students to simulate experiences and use a:rnputer utilities (spreadsheet, graphing programs. database, wad prcx::essing). The district ts asking fa magnet program assistance to enable its tiack students and ina:rnirig white students to participate together in these specially-designed experiences. The tab will be staffed by a prqec:t-hired sdene2 tead\\er specialist who Will be a member ct a,e a the magnet's Science/Math/TECH instructtaial teams. This instructia,al team will direct each ct its four teams ct 30 magnet students in the labcratcry per the flexible schedule desaibed a, page __ . To determine impaiant aspects of lal:xratory implementatia,1 major goals have been estatiished. These are student attainment ct: Manipulative and a:mmunicative sktlls to indude the manipulation of materials and equipment, and the ailectia,/crganizatia,/a:rnmunication ct information fran labcratcry experiments and activities Ratia,al and aeative thinking prc::asses throogh observing and c:a,ducting statistical procedures, through ailecting, dassifying, and measuring oqects\nthroogh tndentifying and cx::ntrdling variables in c:a,trolled experiments  f ,-0 ~s \"s This goat invdves students in learning the scientific precesses ct dJserving, a:mmunicating, a:rnpartng, crganizing, relating, and applying. The district envisia,s the fdla.ving scenario as( a,e way magnet students will learn in the special science laooratory:  The Aeraspae2 sdenc:e teacher specialist prCJ.lides an interactive video disc presentation desait:ing gravity as fcrce.. Because it is hcnced to a c:anputa- program. the infamatia, on the disk will bP aa-essen in a variety ct ways (e.g., -Ii ). Throughoot the viewing ct the video, students wtll diswss gravity and fcrmulate answa-s to fellcm students' questions about gra ty a, ciher planets in oor sdar system. To prCJ.lide them with additia,al infcrmatiai, the students Will have aa::ess to 1) the Aeraspae2 Educatia, ter films, 2) university programs. and 3) a variety cl ether infcrmaticn sources availa):je thrrugh satellite a::rnmunic:atia,s netwerks. Werking in teams, students will use a variety cl ccmputer programs to s,mulate gravity in various erwira,ments, logging infcrmation aboot each enviraiment into a spreadsheet using the graphing functioo. They will use a werd prcx:essa to recxrd and analyze their ooservatioos. Students will use teleca1011unicatioos satware to seek advice from a NASA scientist about findings frcrn their simulation studies and the relationship between these simulations and actual NASA expeditiais. They will prepare a trief video presentatia,, desaiting their experiences, to help other students understand gravity. The skills to implement videodisc instruc:tioo and authcring programs will be taught in the Integrated Scttware Applicatioos and Hypermedia ccmputer a,urses. 2. Ap_plied Mathernati cs --- As displayed in the Applied Mathematics boc a the chart on page ---, all grade 7 magnet stud~will take Aeraspace Mathematics. Beginning in grade 8, two a,urse sequence ra.ites are depicted: ~ Applied tv1athematics I (8) Applied Mathematics II (9) Desaiptive Geometry (10) Technical Algetra (11) Quantitative Literacy fer Aerospace (12) ~ Tedmical Algebra I (8) Desaiptive Geanetry (9) Technical Algetra II (10) Advanced Algebra/Trigoncrnetry (11) Cal0.1lus (12) COJrse sequence A was devised fer learners who have generally an eighth-grade, pre-algetra mathematics canpetency level. Ca.irse sequence B captures the student whose pertcrmance indicates readiness fer algetra in grade 8. Beth CX11rses a::ntain required a::ntent knowledge which is y.\u0026gt;, ~., supplemented~ engineering er aviatia, related skills and ac:ti  ---.ne tw~  engineering and avtatia, applications ve ,.._,,_,..,,__ with industry and university persmnel, are relevant to careers emp asized in this program, and are linked to the Aerospace Science and ax:upational 0.1rri0.1lum Calt'se a::ntent is described oo pages __ . 3. Computer Technolcs,y and the Cgn,puter Technciggy Lat:oratay C.OUrse a::ntent in Integrated Scttware Applicatia,5. Logo.vriter Rotx:tics, Hypercard/ Hypermedia, Aera\npace Pre-CAD, and Hi -Tech Presentatioo will give students the bad\u0026lt;grrund of kno.vledge and skills needed to be competent ccmputer users in the Engineering Technciogy and Airway Science I , COJrsewcrk\nin the Technology Lab 2000\nand at the wcrksite. Canputer COJrse content reflects a sequential program c:i skill development and task a:mplexity involving the learning of sdtware applications, specific programs, and multimedia equipment. To implement the coursewak, this magnet program requires a a:mputer Jabcratay at the individual magnet sites. c.anputer coursewak will require crte a:mputer per student in a class. To aax:mcdate the typic.al grade 7-10 class size, 30 Macintosh LC Irs. 3 Laserwriter Ifs and 2 lmagwriter Irs. Teleccnuuunications hardware/scttware, a Macintosh Quadra file server systl!IT\\ and Appletalk Netwa-k (Ethernet) hardware will be needed for each Jab. All programs will be stcred crt the Quadra filesa-ver. Printers, the Quadra file sa-ver, and individual Macintosh a:mputers wilt be CD'\\nected together into a network system. Via the network, students will ~ and CD'\\tra CD'\\tent, applications, and infcrmaticrt in the areas a systems simulattcn, wad p~ing, Lego Logo. rdxrtics, and publishing. They will produce their o.vn presentatioo material ~ importing samd, graphics, digitized phaographs to hypercard or Jaserdisc stacks c:i their own aeaticn, and receive suppa\"ting visual imagery crt adjacent video mcnitas. The local netwak will allow teachers and students to share files, scttware, and printers. In adcliticrt, classrcxrns within the school, the tau magnet schools, and the museum will be tied tn together to the Prqect Directa's Office allo.ving for additional netwak savic:es like electronic mail and database sharing that will be widely utilized fa a:i\nThis project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.\n   \n\n   \n\n  \n\n\n   \n\n  \n\n \n\n\n   \n\n   \n\n \n\n\n   \n\n  \n\n \n\n   \n\n \n\n  \n\n\n   \n\n \n\n  \n\n\n\n   \n\n  \n\n  \n\n\n   \n\n   \n\n  \n\n \n\n \n\n\n   \n\n  \n\n \n\n\n\n\n\n\n\n\n   \n\n \n\n\n\n  \n\n\n   \n\n\n\n  \n\n\n\n "},{"id":"hbcula_abco_0027","title":"The American Baptist College Theological Journal, Spring 1989","collection_id":"hbcula_abco","collection_title":"American Baptist College Collection","dcterms_contributor":null,"dcterms_spatial":["United States, Tennessee, Davidson County, Nashville, 36.16589, -86.78444"],"dcterms_creator":["American Baptist College"],"dc_date":["1989"],"dcterms_description":["This is the Spring 1989 Issue, Volume II of the American Baptist College Theological Journal. The purpose of the journal is to \"encourage, foster and preserve the best in Christian scholarly research, including sermons and lectures, creative writings, literary criticism and book reviews.\" The theme of this journal is \"Focusing on Academic Excellence.\" It contains respected lecturers, preachers, and writers, such as Dr. Victor McCutcheon."],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["African American universities and colleges","African Americans—Religion","College publications","Lectures and lecturing","Sermons","Religious leaders","African American religious leaders"],"dcterms_title":["The American Baptist College Theological Journal, Spring 1989"],"dcterms_type":["Text"],"dcterms_provenance":["Historically Black Colleges and Universities (HBCU) Library Alliance"],"edm_is_shown_by":null,"edm_is_shown_at":["https://hbcudigitallibrary.auctr.edu/digital/collection/abco/id/0027"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":["The Susie McClure Library of American Baptist College believes that the items presented in our digital collections are not encumbered by copyright or related rights. Nonetheless, as these materials are accessible to the public, certain limitations on subsequent usage may be in effect. Authorized uses for these items are confined to research, educational, and scholarly endeavors by U.S. Copyright Law Title 17, §108 U.S.C. In addition to educational purposes, individuals seeking to engage in other forms of utilization must secure explicit permission from the Susie McClure Library by contacting us at 615-687-6935."],"dcterms_medium":["journals (periodicals)"],"dcterms_extent":null,"dlg_subject_personal":null,"dcterms_subject_fast":null,"fulltext":null},{"id":"aarl_andrewyoung-oh_aarl-young-572","title":"Andrew J.Young addressing the dedication and groundbreaking of Zoo Atlanta, 1989","collection_id":"aarl_andrewyoung-oh","collection_title":"Andrew J. Young Oral Histories","dcterms_contributor":["Young, Andrew, 1932-"],"dcterms_spatial":["United States, Georgia, Fulton County, Atlanta, 33.749, -84.38798"],"dcterms_creator":["Young, Andrew, 1932-"],"dc_date":["1989"],"dcterms_description":null,"dc_format":["video/mp4"],"dcterms_identifier":null,"dcterms_language":null,"dcterms_publisher":null,"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/InC-EDU/1.0/"],"dcterms_is_part_of":["Andrew J. Young papers"],"dcterms_subject":["United States. Congress. 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