text:
1991 FINAL REPORT ------------- - m e - - - - - - - - - -
Presented to:
Representative Jane Dee Hull, Speaker of the House
Senator Peter Rios, President of the Senate
December, 1991
JOINT LEGISICATIVE GOMWnITEE ON
S. B. 1552 ( Chapter 357, Laws 1990) established a Joint Legislative Committee for the
purpose of developing and providing oversight to a four- year pilot program ( FY 1990-
1991 through FY 1993- 1994) that would grant 15 participating schools additional monies
in order to implement restructuring activities. The information presented in this report
depicts the grant reapproval activities of the Committee during their second interim session.
The term of the Committee expires on June 30, 1994.
To ensure the schools received this year's funding in a timely manner, it was necessary for
the reapproval process to be completed sooner than the December statutory deadline.
Requests for reapproval information were mailed to the 15 participating schools on
September 16, 1991. The schools replied by September 30, 1991.
The committee met on October 8, 1991 to hear presentations from the 15 schools on their
particular programs. After hearing the testimony and reviewing the information provided
by the reapproval forms the 15 grants were reapproved for the 1991- 1992 school year.
In addition to the individual school presentations, representatives from the Arizona
Department of Education, the Institute for Educational Research and Evaluation Studies
and the Morrison Institute for Public Policy reviewed the external evaluation, technical
assistance and policy support program which they will be responsible for the remainder of
the pilot program.
Also, representatives of the Department of Education recommended amending portions of
Chapter 357, Laws 1990. The amendment will change the dates of the reapproval process
to reflect the school year calendar. Currently, schools must submit for reapproval by
November 1. The schools do not discover until December 1 whether or not they may
continue to budget for their program. Consequently, the schools have been implementing
the restructuring program for four months without funding. This, however, was not the
original intent of the current legislation. The original intent was to reapprove grants one
year ahead of time to ensure that districts would have the grant monies in their possession
by the start of the school year. For example, the November 1, 1991 deadline would be for
1992 funding. This language was inadvertently omitted.
The suggested amendment would require schools to submit reapproval requests for FY
1992- 1993 funding by June 1, 1992 and the committee will notify the school on their
reapproval status by August 1, 1992. Submission for reapproval for the FY 1993- 1994 will
be expected on November 1, 1992 and the committee will notify the school by December
1, 1992 on their funding status. The above changes will be offered during the 1992
legislative session.
Carminati El.
Del Rio El.
Gilbert El.
Glendale High
Jorgensen El.
Kyrene del Sureno
Laguna El.
Litchfield El.
Mt. View High
Palmcroft El.
Papago El.
Rancho Viejo El.
Safford High
University High
Westwood El.
Tempe El.
Chino Valley Unif.
Gilbert Unif.
Glendale Union
Roosevelt El.
Kyrene El.
Flowing Wells Unif.
Litchfield El.
Marana Unif.
Yuma El.
Creighton El.
Crane El.
Safford Unif.
Alhambra El.
TO : School Restructuring Pilot Program Directors
FROM: Representative Bev Hermon
DATE: September 16, 1991
As c o - c h a i r of the J o i n t L e g i s l a t i v e Committee on School Restructuring
Incentives, I wish t o share w i t h you some important information regarding the
p i l o t program.
F i r s t , a meeting of the J o i n t L e g i s l a t i v e Committee On School Restructuring
Incentives has been scheduled f o r October 8, 1991, ( 9: 30 a. m. - noon; House of
Representative's Hearing Room 3J i n order t o conduct the reapproval process f o r FY
1991192. To ensure the schools receive t h i s year's funding i n a t i m e l y manner,
i t i s necessary t h a t the reapproval process be completed sooner than the December
s t a t u t o r y deadline. It i s important t h a t each school have a representative
present a t the meeting t o answer any questions about t h e i r program.
Second, as p a r t of t h e f o r m a l reapproval process f o r FY 1991 192, i t i s necessary
t o complete the attached form and r e t u r n it by no l a t e r than September 30, 1991.
If possible, please fax us the form i n a d d i t i o n t o mailing it, t k e r e f o r e we can
begin compiling your information as soon as possible. B r i e f l y h i g h l i g h t what
a c t i v i t i e s your school was able t o i n i t i a t e during Spring 1991 and summarize your
plans f o r FY 1991192. I r e a l i z e t h a t the time frame f o r the completion of t h i s
form i s short; however, i t i s important t h a t the reapproval process occur w i t h i n
the next few weeks.
Third, I would l i k e t o f o r m a l l y i n t r o d u c e s e v e r a l people who w i l l become an
important p a r t of the p i l o t process. You w i l l have a chance t o meet them at the
October 8 meeting and t o receive a d d i t i o n a l information regarding program
evaluation, t e c h n i c a l assistance, and p o l i c y development. Ms. Keli Branch has
replaced Michelle B l a i n ( now i n Harvard Law School) as the House Education
Research Analyst and w i l l serve as your contact regarding J o i n t L e g i s l a t i v e
Committee reapproval a c t i v i t i e s . Dr. Tom Haladyna and Dr. Susie Cook f o r ASU West
w i l l be serving as the e x t e r n a l evaluators f o r t h e p r o j e c t . Dr. Louann Bierlein
from the Morrison I n s t i t u t e a t ASU w i l l be working on school r e s t r u c t u r i n g
l e g i s l a t i v e l p o l i c y development.
F i n a l l y , I want t o encourage your school personnel t o begin t h i n k i n g about
broadening your r e s t r u c t u r i n g e f f o r t s . As you may be aware, the Governor's Task
Force on Educational Reform i s making recommendations regarding r a d i c a l reform
whereby the " school", not the " d i s t r i c t " becomes the f o c a l p o i n t f o r reform.
Indeed, the J o i n t L e g i s l a t i v e Committee w i l l continue t o challenge the p i l o t
schools t o " t r y t o t h i n k outside the box." This i s your opportunity t o be
c r e a t i v e as w e l l as aggressive. We are a l l very excited about the p o t e n t i a l o f
t h i s program and we want t o encourage you any way we can. We w i l l want t o hear
from you about r e a l and perceived " b a r r i e r s " which may be preventing you from
making r a d i c a l changes. We hope t o a s s i s t i n e l i m i n a t i n g these b a r r i e r s t o
success whether at a l e g i s l a t i v e l e v e l or a d i s t r i c t l e v e l . These are some of
t h e t h i n g s t h a t the J o i n t L e g i s l a t i v e Committee and the support team described
above w i l l be working w i t h you on i n the f u t u r e .
Remember communication i s the key!! We look forward t o speaking w i t h each of
you personally on October 8, 1991.
I n c l o s i n g , please place October 8 on your calendar and r e t u r n the attached form.
If you have questions, please f e e l f r e e t o c a l l K e l i Branch ( 542- 1989). I look
forward t o meeting w i t h you i n a few weeks.
DATE: October 8, 1991
TIME: 9: 30 a. m.
PLACE: House Hearing Room # 3
Representative Hermon called the meeting to order at 9: 35 a. m. and the following
attendance was noted:
Members Present
Representative Marion Pickens
Senator Stan Furman
Senator Tom Patterson
Marilyn El gas
Sandra Junck
Barbara Robey
Anne Weissman
Representative Bev Hermon, Co- chai rman
Senator Lel a A1 ston, Co- chai rman
Members Absent
Representative Lisa Graham
Dr. Reg Barr
Dr. L. Dean Webb
Marilyn Wilson
Representative Hermon asked the members of the Committee to introduce themselves:
Barbara Robey, Director of 6overnmental Re1 ations for School Boards Association
and Mayor of Litchfield Park, AZ.
Sandra Junck, parent of one publ ic elementary school chi 1 d and one publ ic high
school chi 1 d.
Marilyn El gas, teacher of Engl ish as a second 1 anguage.
Representative Pickens, representing District 9, teacher.
Senator A1 ston, ( Di strict 20), Senate Education Comni ttee Chai rman.
Senator Furman, ( District 16), vice- chairman Senate Education Comni ttee.
Senator Patterson, ( Di strict 26), member Senate Education Comni ttee.
Annie Wei ssman, Granada Primary School principal .
October 8, 1991
Page 2
Review o f the Eval u a t i on Technical Assistance Plan
Tom Cox, representing the Arizona Department o f Education ( DOE), explained that
DOE i s l e g i s l a t i v e l y mandated t o monitor and evaluate each school p a r t i c i p a t i n g
i n the r e s t r u c t u r i n g program, provides technical assistance t o the schools and
an annual report t o the Committee. To f u l f i l l t h a t commitment, DOE has
contracted with Arizona State University ( ASU) West and the Morrison I n s t i t u t e
at ASU t o provide assistance t o the school p i l o t projects.
Dr. Louann B i e r l e i n , Assistant Director f o r the Morrison I n s t i t u t e , d i s t r i b u t e d
the Arizona School Restructurinq P i 1 ot Pro. iect External Eval uation, Technical
Assistance & Policy S u ~ ~ o( rcto py f i l e d w i t h o r i g i n a l minutes). She explained
there are three key components the external team i s hoping t o provide: external
evaluation; technical assistance; and pol i c y development .
Dr. Tom Hal adyna, I n s t i t u t e f o r Educational Research and Evaluation Studies, ASU
West, stated they plan t o develop a system o f evaluation f o r the state and they
w i 11 consider four crucial questions:
1) To what extent has the state succeeded i n helping schools restructure?
2) How can the state do a b e t t e r j o b i n r e s t r u c t u r i n g i t s schools?
3) Has each school achieved i t s expected outcome?
4) Can we help each school do a better job of restructuring?
Dr. Haladyna said they would 1 ike t o work with the schools i n the p i l o t project
and feels each school should evaluate i t s e l f . He pointed out t h a t s e l f -
evaluation can be accompl i shed because many of the schools have data c o l l e c t i o n
systems i n place already. He added each p a r t i c i p a t i n g school w i l l be asked to
w r i t e a b r i e f evaluation statement on ways f o r improvement i n t h e f u t u r e .
Dr. Susie Cook, I n s t i t u t e f o r Educational Research and Evaluation Studies, ASU
West, stated technical assistance t o schools should serve two purposes: t o help
school s develop sel f - e v a l uation p l ans and to understand the d i r e c t i o n of
restructuring. She added the I n s t i t u t e has the responsibil i t y f o r assisting the
15 school s i t e s i n determining the difference between school reform and school
r e s t r u c t u r i n g . It i s t h e i r goal t o gather information n a t i o n a l l y regarding
r e s t r u c t u r i n g and disseminate that informat ion to the schools. She explained
the f i v e ways they hope t o accomplish t h i s :
1) V i s i t school s i t e s .
2) Be available t o the school s i t e s .
3) Provide the l a t e s t findings regarding r e s t r u c t u r i n g t o the schools.
4) P r o v i d e n e t w o r k i n g o p p o r t u n i t i e s f o r s c h o o l s t o i n t e r a c t w i t h e a c h o t h e r .
5) Provide opportunity f o r the schools to p a r t i c i p a t e i n intensive t r a i n i n g
provided by ASU West and the Morrison I n s t i t u t e .
D r . Cook concluded t h a t the key t o success i s through technical assistance.
October 8, 1991
Page 3
D r . B i e r l e i n stated a crucial area the external team i s planning to study i s
pol i c y development. As more schools become accountable there i s a need t o look
at developing a model of sel f- eval uation and assessment. She explained two types
o f reports w i l l be avail able - individual evaluations of each program and the
pol i c y imp1 ications and they w i 11 a1 so look at the need f o r developing short and
long term l e g i s l a t i o n .
Presentations by the Grant School s
*** Each school explained the components o f t h e i r r e s t r u c t u r i n g program which
are contained i n the Agenda packet f i l e d with the o r i g i n a l minutes. ***
Randal 1 Ble cha. Princi~ a. l C. J. Jorqensen El ementary School
Mr. Blecha stated he hoped the Committee does not think o f r e s t r u c t u r i n g as one
model t o be followed by a l l schools and the most s i g n i f i c a n t part o f a
r e s t r u c t u r i n g process i s t o develop a wide based decision- making team which
Jorgensen School has done. He explained the team i s implementing the
c h a r a c t e r i s t i c s i d e n t i f i e d i n the grant and the programs they have i n s t i t u t e d
have made the teachers more accountable.
I n response t o Senator Furman, Mr. Blecha explained that the team i s comprised
of teachers representative o f t h e i r p a r t i c u l a r group ( i. e. Grades K- 2, 3- 5 and
6- 8) chosen by other teachers and parents. He added that decisions are made by
a consensus and i f a consensus i s not reached, the subject i s kept on the table
f o r discussion. He stressed they do not have the autonomy they would 1 i ke,
however, they are making decisions w i t h i n t h e i r power.
Representative Hermon congratulated Mr. Blecha on h i s program and asked t h a t an
i n v i t a t i o n be extended t o the House and Senate t o v i s i t the p i l o t programs.
I n response t o Ms. Robey, Mr. Blecha noted t h a t a teacher from his school had
recently passed away and the d i s t r i c t i s assigning them a teacher, on an
involuntary transfer. As a r e s u l t , they may be faced with a teacher who does
not buy i n t o the program they are developing. Ms. Robey stated she understood
the need f o r s t a f f cooperation i n promoting new programs.
Senator Alston moved the continuation o f the P i l o t Program f o r Jorgensen
Elementary School f o r the 1991- 92 school year. Mrs. Robey seconded the motion.
The motion passed by voice vote.
Dr. Nancy Hauqen. P r in ci~ a. lCa rmi nati Ele mentary School
Dr. Haugen stated she was also the Chairman o f the P a r t i c i p a t o r y Management Task
Force i n Tempe where they are attempting t o decide how the school d i s t r i c t , as
well as the i n d i v i d u a l schools, can involve more people i n the decision making
process. She gave a s l i d e presentation on the basic premises they are sharing
throughout the d i s t r i c t .
October 8, 1991
Page 4
I n response t o Representative Pickens, Dr. Haugen explained t h e i r proposed
customized d i s c i p l i n e plan f o r students w i l l modify the e x i s t i n g plan t o meet
an i n d i v i d u a l c h i l d ' s needs, incorporating strategies more e f f e c t i v e for
d i f f e r e n t needs.
Representative Hermon stated the Carminati program did not seem t o be as deeply
i n t o r e s t r u c t u r i n g as some o f the others. Dr. Haugen stated they are inventing
as they go along and improvements have begun.
Representative Hermon noted t h a t i n her l e t t e r t o the p a r t i c i p a t i n g schools she
emphasized the Committee would be w i l l i n g t o assist individual schools i n the
r e s t r u c t u r i n g process.
Senator Alston moved the continuation o f the P i l o t Program f o r Carminati
Elementary School f o r the 1991- 92 school year. Senator Furman seconded the
motion. The motion passed by voice vote.
Nancv Helm. P r i n c i pal . Del Rio El ementarv School
Ms. Helm played a video explaining the programs they have i n s t i t u t e d a t t h e i r
school. Del Rio Elementary includes a preschool program designed f o r a t - r i s k
children which was i n s t i t u t e d two years ahead o f t h e s t a t e mandate. She
explained they have a very large special needs population and have instigated
t h e i r programs with l i m i t e d resources.
Ms. Helm explained she surveys her s t a f f and leadership team at the end of each
year as t o what goal s they feel should be targeted f o r the next year and everyone
i s held accountable f o r accompl i shing those goal s.
I n response t o Representative Pi ckens, Ms. Helm expl ai ned the volunteer
leadership team i s comprised o f one teacher from each grade level selected by
t h e i r grade level representatives, a representative from t h e i r handicapped
population, parents, the PTA President and c l a s s i f i e d personnel.
Senator A1 ston moved the continuation o f the Pi l o t Program f o r Del Rio Elementary
School f o r the 1991- 92 school year. Senator Furman seconded the motion. The
motion passed by voice vote.
Shei 1 a Roberts. P r i n c i pal . G i 1 bert El ementarv School and Leona Shreve. Assistant
Ms. Shreve stated it was e x c i t i n g t o be a centralized person promoting a
decentralized concept. She stressed education must be presented better f o r
improvement t o begin.
Ms. Roberts stated t h a t i n order f o r any change t o occur i n education it must
come from the ground up and from teachers.
I n response t o Representative Hermon, Ms. Roberts stated they addressed a 5th
and 6th grades d i s c i p l i n e problem by i n s t i t u t i n g an ungraded primary and began
October 8, 1991
Page 5
charting t h e i r ungraded r e s u l t s i n the 1990- 91 school year. Ms. Roberts also
explained, regarding the social worker, that the G i l b e r t Pol ice Department
contacted the school concerning gang problems and offered the services of a
soci a1 worker one morning a week through the pol ice department t o handle the at-r
i s k groups. She added the program began i n January and a difference was noted
i n A p r i l . They have subsequently hired the social worker f u l l time at the
In response t o Ms. Elgas, Ms. Roberts explained the ungraded primary i s an
optional program and they have developed an a1 ternative report card based on
developmental ski 11 s f o r the ungraded program.
In response t o Representative Pickens, Ms. Roberts explained they have
established a s i m i l a r management team as the other schools t o help with t h e i r
decision making process.
Senator A1 ston moved the continuation o f the Pi l o t Program f o r G i 1 bert Elementary
School f o r the 1991- 92 school year. Ms. Weissman seconded the motion. The
motion passed by voice vote.
Vernon E. Jacobs. P r in ci~ a, lG le ndal e Hiq h School
Mr. Jacobs stated t h e i r program contains many o f the same c h a r a c t e r i s t i c s as the
other school programs, however, they use a more global approach. They have had
a planning team i n place f o r eight years which has worked towards making students
more successful . They a1 so have a parent task force committee made up o f 16
parents and encourage parent p a r t i c i p a t i o n on campus.
Mr. Jacobs explained that i n investigating ways t o help students become more
successful, they 1 ooked at why Asian students overall do much better i n school .
One reason they discovered was t h a t Asian parents are more interested i n the
product the c h i l d i s developing, rather than the grade they achieve.
Representative Hermon questioned Mr. Jacobs regarding the methods avai 1 able t o
meet student needs. He explained they have a learning center open at least three
nights per week u n t i l 7: 00 p. m. and extended classes with mastery learning
Ms. Weissman noted t h a t when a school goes t o s i t e based management, the
decisions are not always the decisions the p r i n c i p a l or d i s t r i c t wants and wanted
t o commend Mr. Jacobs f o r l i s t e n i n g t o his s i t e based management s t a f f .
Senator Alston moved the continuation o f the P i l o t Program f o r Glendale High
School f o r the 1991- 92 school year. Ms. Robey seconded the motion. The motion
passed by voice vote.
Bruce Baker. P r i nci pal , Kyrene Del Sureno El ementary School
Mr. Baker stated t h e i r program i s s i m i l a r t o the other schools i n the p i l o t
program and one r e s u l t they have experienced i s a dramatic increase i n the PTA
October 8, 1991
Page 6
membership and parental involvement. He explained they have moved toward
p o r t f o l i o assessment i n the education o f the parents and the parent involvement
has helped i n t h i s area.
I n response t o Representative Hermon, Mr. Baker explained they are able t o track
students and i d e n t i f y where mastery occurs and where i n s t r u c t i o n i s needed.
Senator A1 ston moved the continuation o f the Pi l o t Program f o r Kyrene Del Sureno
Elementary School f o r the 1991- 92 school year. Ms. Junck seconded the motion.
The motion passed by voice vote.
Debbie Schreiner. P r i n c i~ a. lLa quna Elementary School
Ms. Schreiner stated the major concern i n t h e i r school i s t h a t children go home
t o an empty home and as a r e s u l t grant money was used t o develop a f t e r school
programs. Many o f the programs are free t o the 350 students they serve i n the
a f t e r school programs.
Ms. Schreiner explained grant monies were also used f o r family services including
parent academics and parenting s k i l l s and s t a f f development. She noted they have
s t a f f and central o f f i c e support i n these areas.
Representative Pickens moved the continuation o f the P i l o t Program f o r Laguna
Elementary School f o r the 1991- 92 school year. Ms. Junck seconded the motion.
The motion passed by voice vote.
P r i s c i 11 a Lundberq, L i t c h f i e l d El em en tar^ School
Ms. Lundberg stated her school i s conducting a great deal o f i n service and
conducted a week long hands on in- service i n June where the teachers were able
t o choose what topics they wanted t o deal with. She added they are undergoing
a change from a Kindergarten through 8th grade school t o a Kindergarten through
5th grade school and because o f t h i s they had more classrooms available and were
able t o construct a science and technology lab.
I n response t o Representative Pickens, Ms. Lundberg stated t h e i r most resistance
t o change comes from teachers, however they become more favorable o f the changes
once they see them i n action.
Senator Alston moved the continuation o f the P i l o t Program f o r L i t c h f i e l d
Elementary School f o r the 1991- 92 school year. Ms. El gas seconded the motion.
The motion passed by voice vote.
Lynn Edwards. Principal . Mountain View Hi qh School
Ms. Edwards stated that not only was the grant money a " shot i n the arm" but it
allowed schools t o transcend the negotiated agreement that they have with t h e i r
teachers. She explained t h a t if it were not f o r the r e s t r u c t u r i n g monies i n her
school, plans they had when they started the school s i x years ago would s t i l l
be f a r i n the distance.
October 8, 1991
Page 7
She added t h e i r goal i s f o r every student t o be a part o f the renaissance
approach they have developed.
Senator A1 ston moved the continuation o f the Pi l o t Program f o r Mountain View High
School f o r the 1991- 92 school year. Representative Pickens seconded the motion.
The motion passed by voice vote.
Jon P. Dauahertv. Principal . Pal mcroft Elementary School
M r . Daugherty d i s t r i b u t e d a folder describing the year- round school system,
( copy fi 1 ed w i t h o r i g i n a l minutes) and expl ai ned the f i r s t year- round school
program they have i n place at Palmcroft. He explained grant money was used t o
pay f o r teachers teaching the two week intersessions offered during the three
weeks school i s recessed between the s i x week sessions..
Mr. Daugherty stated they have not encountered any problems r e l a t i n g t o the year
round schedule.
I n response t o Senator Furman, Mr. Daugherty explained t h a t the a i r conditioning
costs f o r the year round program are increased by approximately $ 5,000 per year,
but the cost w i l l be paid o f f down the road by the benefit t o the children.
Senator Alston moved the continuation o f the P i l o t Program f o r Palmcroft
Elementary School f o r the 1991- 92 school year. Ms. Wei ssman seconded the motion.
The motion passed by voice vote.
Char1 o t t e B o ~ l e . P r in ci~ a. lPa paao Elementary School
Ms. Boyle explained they are i n t h e i r t h i r d year o f s i t e based management. Their
main focus i s on the v i s i o n o f the school and have restructured the school week
t o meet the needs o f i n - s e r v i c i n g and the school.
Ms. Boyle stated they have 300 non- English speaking students and 85% o f t h e i r
student population are p a r t i c i p a t i n g i n the lunch program. They have hired a
b i l i n g u a l social worker t o address the needs of the families. She added t h e i r
parent group i s very active and the school translates home w r i t t e n communication
i n t o Spanish and Engl ish. They a1 so w i 11 be adding a head s t a r t program t o t h e i r
campus when construction i s complete.
Ms. Boyle added t h a t they are i n favor o f a year round school schedule.
Senator A1 ston moved the continuation o f the Pi 1 o t Program f o r Papago Elementary
School f o r the 1991 - 92 school year. Represent a t 1 ve P i ckens seconded the motion.
The motion passed by voice vote.
Dan Branin. Principal. Rancho Viejo Elementary School
Mr. Branin stated he was very excited with what i s happening with the
r e s t r u c t u r i n g programs. He stated they have formed a Pride Team and are
October 8, 1991
Page 8
currently i n the discussion stage o f a year round school program.
Mr. Branin explained h i s school's program and how they work very hard t o gain
parent p a r t i c i p a t i o n i n the school.
Senator Alston moved the continuation of the Pilot Program for Rancho Viejo
Elementary School for the 1991- 92 school year. Ms. Robey seconded the motion.
The motion passed by voice vote.
John Bonefas. Principal. Safford Hiqh School
Mr. Bonefas stated he endorsed what had been stated by the other schools i n
attendance and t h e i r program emphasizes teachers working as a family. Their
r e s t r u c t u r i n g program addresses many areas, including the needs o f children from
lower economic backgrounds who are not achieving at a high l e v e l . They are
t r y i n g t o get parents involved i n the school and are working towards g e t t i n g
computers i n each classroom. They w i l l be extending the school year i n areas
l i k e math, English and science t o help students reach t h e i r outcome levels.
Mr. Bonefas stated they have formed a D i s t r i c t Outcome Committee, on a d i s t r i c t
wide basis, t o make and implement c r i t e r i a the children need t o accomplish by
the time they graduate.
I n response t o Senator Furman, Mr. Bonefas stated they feel the l e t t e r grade
system i s not i n d i c a t i v e and t h a t the outcome system can hone i n very precisely
on what s k i l l s and level o f performance you want t o achieve. Representative
Hermon requested Mr. Bonefas furnish s t a f f w i t h s p e c i f i c information regarding
h i s proposal s.
Senator Alston moved the continuation of the Pilot Program for Safford High
School for the 1991- 92 school year. Senator Furman seconded the motion. The
motion passed by voice vote.
Jack No1 an. Hi story Teacher. Uni versi ty Hi qh School
Mr. Nolan stated they started a s i t e based management system four years ago and
have proved t h a t they can take care o f problems that centralized authority can't.
He explained t h a t the grant monies was used t o b u i l d the team and they spent
the year w r i t i n g t h e i r bylaws.
Mr. Nolan stated they have a process t h a t works and t h e i r resistance comes from
middle level managers who feel t h e i r decision making authority i s being eroded.
Mr. Nolan concluded t h a t it takes a long time and a great deal o f recruitment
and education f o r s i t e based management.
Senator Alston moved the continuation of the Pilot Program for University High
School for the 1991- 92 school year. Ms. Junck seconded the motion. The motion
passed by voice vote.
October 8, 1991
Page 9
Martha B r a l ~ . Westwood Primary
Ms. Braly stated the goal of t h e i r technology grant was t o promote parental
involvement, improve student achievement and take care o f some o f the unique
needs of the students at Westwood.
Ms. Braly stated they have many a t - r i s k students and i n the past f i v e years t h e i r
black enrollment has increased by 92%; hispanic 93%; and Native American 404%.
Because o f that they have done a great deal o f r e s t r u c t u r i n g and thanked the
Committee f o r the grant monies t o do so.
Senator Alston moved the continuation o f the P i l o t Program f o r Westwood Primary
f o r the 1991- 92 school year. Ms. Robey seconded the motion. The motion passed
by voice vote.
Ms. Robey stated she thought it would be very en1 ightening t o v i s i t some of the
p i l o t p r o j e c t schools. Representative Hermon stated she would wait and see what
i n v i t a t i o n s would be extended and then determine the i n t e r e s t l e v e l f o r
p a r t i c i p a t i o n by the House, Senate and Governor's Task Force.
Ms. Robey stated it was g r a t i f y i n g t o see so much enthusiasm generated by
a l l o c a t i n g a small amount o f money through t h i s program.
Representative Hermon adjourned the meeting at 1: 18 p. m.
Arizona School Restructuring Pilot Project
External Evaluation, Technical Assistance & Policy Support
To fulfill the requirements of S. B. 1552 ( 1990), the Arizona Department of Education has
contracted with the Institute for Educational Research and Evaluation Studies ( IERES) at ASU West
and the Morrison Institute for Public Policy at ASU to provide assistance for the school restructuring
pilot project. These two organizations will be working together to provide evaluation data and policy
support for the Legislative Committee on School Restructuring Incentives and to assist the pilot
schools in their restructuring efforts. More specific details are presented below.
Accountability for program outcomes has become one of the most important educational
refom issues. To that end, the Legislature has required that an external evaluation of the pilot school
restructuring programs be completed. Building upon evaluation work completed in a similar state pilot
project involving at- risk programs and the recent push to move the authority and responsibility for
outcomes to the school level, IERES and Morrison Institute have joined forces to develop an
evaluation model for Arizona. The goal is not only to provide information on the school restructuring
pilot, but also to develop a model which could be used forfuture replication within other educational
programs. To that end, the evaluation model will incorporate aspects of the Arizona Student
Assessment Program ( ASAP) and will provide school personnel with the training necessary to take
on the responsibility of program assessment. The ultimate goal is to provide local and state
policymakers with appropriate data in a manner that will not overload the schools, nor the state. With
these principles in mind, the following general evaluation design is proposed:
& ey Evaluation Questions
1. To what extent has the state succeeded in helping schools restructure?
2. How can the state improve it efforts to restructure schools?
3. To what extent has each pilot program succeeded with respect to its stated goals'?
4. How can each pilot program improve its efforts to restructure its school?
Evaluation Design
1. An " External Evaluation/ Self- Assessmentnm odel of evaluation incorporating the
Arizona Student Assessment Program ( ASAP) will be utilized in order to collect
common data indicators across all programs and empower individual schools to
develop their own evaluation skills and reporting.
2. Three unique sources of data will be collected, two of which are common to all pilot
programs as collected by the evaluation team - 1) quantitative data ( e. g., attendance,
ASAP) and 2) qualitative data ( e- g., teacher, parent, and student inte~ ews) T. he
third data source represents individual evaluation information collected by each
program as related to its s p e d c program objectives.
3. A process of " triangulationn will occur whereby all three data sources will be analyzed
to determine if convergent evidence is available to illustrate program success
( generally, do multiple sources of data tell the same story?)
4. Each school will be responsible for completing an evaluation of its own program, but
training and on- going technical assistance will be provided.
5. As specific products, two types of evaluation reports will be prepared each year -- 1)
individual reports on each of the 15 pilot programs and 2) annual evaluation/ policy
reports which summarize results from the entire project. These reports will be
developed in such a manner as to assist the Joint Legislative Committee in reapproval
6. Pilot schools will be encouraged to utilize both the external data and their own
internal data to make decisions on program improvements.
Technical Assistance
Technical assistance to the pilot sites will include state- level training meetings, on- site visits,
and on- going telephonelmail contact to assist schools as necessary. Technology and networking among
schools will become two key methods to help schools learn how to help themselves as needed. In
summary, two key types of technical assistance will be provided:
Assistance to help the pilot programs evaluate their programs;
Assistance to help the pilot programs improve their restructuring efforts.
Policy Development
The final component provided by the Morrison Institute and IERES team will be to help local
and state policymakers improve their efforts to understand school restructuring issues and to help the
state's schools restructure. To this end, the following key activities will occur:
1. A comprehensive national literature review on school restructuring issues will be
2. Brief " issue papers" ( 2- 4 pages) will be developed on trends and practices in school
3. Linkages will be developed with other reform initiatives ( e. g., Governor's Task Force)
to ensure that cohesive efforts are occurring.
4. In addition to evaluation hdings, each annual project report will contain
recommendations regarding potential state policy development for consideration by
the Legislature.
5. Assistance will be provided to develop legislative bills as necessary to revise session
law as needed during the pilot project and to develop permanent statutes related to
school restructuring efforts.
General Time Line
Fad 1991
develop specific evaluation procedures and instrumentation
provide evaluation training for pilot programs
conduct initial site visits
assess technical assistance needs/ begin to develop school network
draft legislative changes for 1992 session
Spring 1992
complete site visits to provide individualized technical assistance
provide on- going technical assistance as needed
complete literature review and policy briefs
collect/ analyze common evaluation data
schools complete self- evaluation report/ external evaluators review these reports
complete site visits to conduct extensive interviews
prepare annual evaluation/ policy report
review of evaluation dataJpolicy report by Joint Legislative Committee on School
Restructuring Incentives
complete FY 1992J93 reapproval process
recycle process for future years
Prepared by Dr. Louann Bierlein, Morrison Institute, ASU &
Dr. Tom Ha1acr) tna and Dr. Susie Cook, Inmiute for Educational Research and Evaluation Studies, ASU West
October 8, 1991
JOINT LEGISLATIVE COMMllTEE ON RESTRUCTURING INCENTIVES
Introduction of Committee Members
Explanation of Reapproval Process
Review of the EvaluationrTechnical Assistance Plan - ADE - Morrison Institute - ASU West
Presentations from the Grant Schools
( five minuteslpresentation)
Reapproval Discussion/ Vote
Discussion of Possible Technical Changes in Legislation
Committee Discussion
A. Determine need for, and schedule further meetings.
VIII. Adjournment
Rep. Hermon
Rep. Graham
Rep. Pickens
Co- Chairs
Senator Alston
Senator Furman
Senator Patterson
Annie Weismann: One member who is a principal of a school
Marilvn Wilson: One member who represents either a public school or school
L. Dean Webb: One member who represents a college of education of one
of the universities under the juridiction of the Arizona Board of Regents
Barbara Robey: One member who represents a school district governing
Sandv Ji~ nck: One member who is a parent of a child enrolled in a school
district in this state.
Reainald Barr: One member of the State Board of Education
243- 4904
2) CARMlNATl ELEMENTARY SCHOOL
784- 1 21 6
636- 441 4
892- 0545
435- 6200
496- 4820
887- 1 100
ADDRESSES, TELEPHONE NUMBERS, CONTACT PERSONS OaVTMB)
LlTCHFlELD ELEMENTARY SCHOOL
LlTCHFlELD PARK, AZ 85340
257- 3004
MOUNTAIN VIEW HlGH SCHOOL
344- 21 1 3
381 - 6000
RANCHO VlEJO ELEMENTARY SCHOOL
783- 4500
SAFFORD HlGH SCHOOL
428- 2950
UNIVERSITY HlGH SCHOOL
745- 4769
WESTWOOD PRlhrlARY
246- 5030
JOINT LEGISLATIVE COMMllTEE ON RESTRUCTURING INCENTIVES
lntroductlon of Committee Members
Explanation of Reapproval Process
Review --- o AAMf SDtohUErer i WsEoevnsa tii unasttiitountfe~ echnicalA sslstanca Plan
Presentatlons from the Grant Schools
( five minutes/ presentation)
Reapproval DiscussionNote
Discussion of Possible Technical Changes in Legislation
Committee Discussion
A. Determine need for, and schedule further meetings.
Adjournment .
JOINT LEGlSLATlVE COMMITEE
THE COMMllTEE SHALL CONSIST OF THE FOLLOWING MEMBERS:
Rep. Hermon
Rep. Graham
Rep. Pickens
Co- Chairs
Senator Alston
Senator Furman
. Senator Patterson
Annie Weismann: One member who is a principal of a school
Marilvn Wilson: One member who represents either a public school or school
L. Dean Webb: One member who represents a college of education of one
of the universities under the juridiction of the Arizona Board of Regents
Barbara Robey: One member who represents a school district governing
Sandv Junck: One member who is a parent of a child enrolled in a school
district in this state.
Reginald Parr: One member of the State Board of Education
243- 4904
2) CARMlNATl ELEMENTARY SCHOOL
784- 1 21 6
636- 441 4
892- 0545
435- 6200
496- 4820
887- 1 1 00
LlTCHFlELD PARK, AZ 85340
257- 3004
344- 21 1 3
381 - 6000
RANCHO VlEJO ELEMENTARY SCHOOL .
783- 4500
SAFFORD HlGH SCHOOL
428- 2950
UNIVERSITY HlGH SCHOOL
745- 4769
246- 5030
State of Arizona
Thirty- nlnth Legislature
Second Regular Session
Conference EngtOSSed
Be it enacted by the Leglslature of the State of Arizona:
Section 1. Joint legislative comnittee on school
restructuring incentives; metnbership;
dutles: staff; comoensation
A. The joint legislative comnittee on school resttucturi ng
Incentives Is established conslstlng of the following members:
1. Three members of the senate education comittee who are
appointed by the presldent of the senate. One member senator shall
cochair the cmlttee.
2. Thtea members of the house of representatlves education
comlttea, who are appointed by the Speaker of the house of
representatlves. One member representatlve shall cochair the conunittee.
3. One member of the state board of education who is appointed by
the presldent of the senate.
4. One member who 1s a principal of a school and who Is appointed
by the speaker of the house of representatives.
5. One member wno is a teacher In a publlc school and wno i s
appointed by the president of the senate.
6. One member who represents elther a public school or scnool
district and who IS appointed by the speaker of the house of
7. One member who represents a school district governing boara and
who is appointed by the president of the senate.
8. One member who represents a college of education of one of tne
universities under the jurisdiction of the Arizona board of regents ana
who is appointed by the speaker of the house of representatives.
9. One member who is a parent of a chi ld enrol led in a school
district of this state and who is appointed by the president of tne
8. The comnittee shall:
1. Review the plans submitted by the initial applicants for
participation in the school restructuring incentives program and notify
each school of the amount of funding, If any, for whlch its scnool
district may budget. The comittee shall approve the program proposals of
no more than sixteen schools.
2. Annually review the program proposals for reapproval submitted
by scnools seeking to continue to budget for school restructuring
incentives programs as provided in section 2 of this act.
3. Annually develop a written report including flndlngs and
recomendations for programnat ic Changes and legislative action.
4. Submit the report prescribed by paragraph 3 of this subsection
to the president of the senate and the speaker of the house of
representatives no later than Oecember 10 of 1990 through 1994.
C. The comnlttee may use the services of the staff of the senate
and the house of representatives and the staff of the department of
education as designated by the supeilntendent of publlc instruction.
0. Members of the comnittee are not eligible to receive
compensation, except that a member who Is appointed pursuant to subsection
A, paragraph 4, 5, 6, 7 or 9 of this section is eligible for reimbursement
of expenses pursuant to tltle 38, chapter 4, article 2, Arizona Revised
Sec. 2. School restructurina incentives proqram ~ rooosal;
A. A school may a o ~ lt~ o partlcipate in a school restructurrng , . -
incentives program as piovlded in this act for fiscal year 1990- 1991 by
submitting a program proposal by October 15, 1990 to the joint legrslatlve
comnittee established by- sectlon 1 of this actsthat contains at least all
of the following:
1. A statement of support for the program submitted by the school
principal and the district governlng board.
2. Docurnentatlon that the plan was developed in conjunction wit?
the school's teachers and documentation of the extent of support for the
progrm Dy the school's teachers. The documentation requited by tnls
paragraph Includes, but is not limited to, separate statements submrtted
and signed by the teachers who support and oppose the program. The
teachers' statement shall include the reasons for supporting and oppos rng
the program and the results of a vote or poll conducted among the teacners
with respect to the program.
3. Oocumentation that the plan was developed In conjunction with
the parents of the puplls entolled In the school and documentation of tne
extent of support for the program by the school's parents. The
documentation required by this paragraph includes, but 1s not limlted to,
separate statements submitted and slgned by the parents who support and
oppose the program. The parents' statements shall include the reasons for
supporting and opposing the program and the results of a survey or pol 1
conducted among the parents with respect to the program.
4. A statement of objectives and goals that the school intends to
achieve through participation in the program, includtng all of the
( a) A description of the methods by which the school will seek to
increase parental participation In the school. Examples of methoas to
increase parental particlpat ion Include, but are not 1 lml ted to, increased
and regular comnunicatlon between classroom teachers and parents,
establishment of advisory comnittees that include parent representation
and partlcipation, increased parental participation in school activities
on a volunteer basis and the delivery by the school of weekly academic
progress reports to the parents with a provision for parental response.
( b) A description of the methods by whicn the plan is designed to
improve academic acnievement. Examples of methods to improve academic
achievement include, but are not llmited to, entrance and exit
examinations, improved performance on the measures of achievement desl gned
by the school, improved petformance in the essential skills adopted by the
state board of education, improved performance on the annual
nom- referenced achievement exam1 nation, a decrease in the dropout tate,
an increase in the number of puplls prepared to enroll in higher education
as measured by an increase in the percentage of puplls taking the SAT or
ACT examinations and an Increase In the average scores on the SAT or ACT
examinations, an increase In the number of pupi 1s taking and receiving
satisfactory scores on advanced p l a c m n t examinations and an increase I n
the amount of homework assigned to and completed by pupils.
( c) A description of the methods by which the proposal is designed
to improve the school environment. Examples of Improvmnt of the scnool
environmtnt include, but are not limlted to, programs to prevent cnemlcal
abuse, an increased tate of pupil attendance, a decrease In scnool
vandalism and the adoptlon of a positive attitude toward the school by Its
pupi 1 s and employees.
( d) A description of the methods by which the proposal is designed
to meet the unique needs of the school's puplls. Examples Include, but
are not Ilnl tad to, an extended school day, an extended scnool year and
i ncreased opportuni t ies for pup 1 1 ~ m datl io n and enrichment.
( a ) A description of the methods by which the proposal Is designed
to Increase the efficiency and effectiveness of the school. Examples of
methods of Increased eftlciency include, but are not limited to, Increased
involvement of teachers in si te- based declsion making, increased staff
development and the incorporation of computer technology Into the scnool's
dal ly operations including computeti tation of dai ly student records.
( f) A description of the methods by which the plan Is designed to - I
improve professional i sm of and cooperat r on between the schoo 1 ' s teachers.
Examples of methods of improved cooperation and professional ism include,
but are not limited to, increased opportunities for teachers to develop
lesson plans, the establishment of classroom goals and objectives and an
increased opportunity for professional interaction betneen teachers.
5. A plan for the incorporation of successful portions of tne
program into the daily operations of the school at the conclusion of tne
6. A description of the methods by which monies recelved by the
school for the program ui 1 1 be used to supplement and not supplant any
Other sources of momes for operational or instructional services.
7 A proposed Budget that specifies the manner in which the scnool
will expend program monies.
8. A plan for the periodic review of each portion of the program
and an explanation of the procedures used to ensure that the revlew
measures are fair and objective.
0. NO more than one school per school district may submit a program
proposal to the comlttee, except that no more than two schools from tne
same school district may ~ ~ D m iat p rogram proposal to the c o m t t e e r f one
schoo 1 provides instruction in kindergarten programs and grades one
through eight and the other school provides instruction in grz: es n l n l
through twelve. Schools with a student count of less than tno nunared
fifty are not eligible to participate in a school site rertrucrunng
incentives program.
C. For fiscal years 1991- 1992 through 1993- 1994, a scn001
participating in a school restructuring incentives progrm may apply for
reapproval to the comittee by Wovmber 1. The comnlttee shall notify tne
school by December 1 mether it may continue to budget for the program.
In detemmning uhether a school may continue to participate in a scnool
restructuring incentives program, the comni ttee may consider the annual
evaluation and report conducted by the department of education pursuant to
Section 5 of this act. If a school is not reapproved by the comnittee.
the comnittee shall inform the school of the reasons for the denial of tts
application for reapproval. The CMnnittee nay allow a school to revtse
its proposal Dy January 1. A school which is found by the department of
education to be out of compliance with this act shall not be allowed to
revise its proposal for reapproval if the school was notlfied of the areas
in which it ras out of compliance and did not thereafter make a good faith
effort to comply wlth the provisions of this act. Procedures for
reapproval shall be prescribed by the comittee.
Sac. 3. School restructurina incentives Droaram: fund - - puruoses
A. A school that receives approval to participate in a scnool
restructuring incentives progrm as provided in section 2 of this act may
use the program monies for the following purposes:
1. TO purchase teaching materials including textbooks, audiovisual
aids and computer software.
2, To purchase and implement advanced technology to increase the
effectiveness and eff icfency of the schoo 1 and its classrooms.
3. To implement methods to Improve parental support of school
actlvi ties.
4. To advance or introduce curricular or instructional
5. To implement other methods to improve the performance of the
school or the ed~ cational environment of the school.
0. Ouring the first year in which a school partfcipates in a school
restructuring incentives program, the school shall use the program monies
to complete the activities requited before the full implementation of tne
program in the following year. Examples of activities include the
gathering of baseline data, staff development and orientation,
eStab 1 isnment of comi ttees, purchase of equlpment, development of
evaluation models and development of surveys and questionnaires.
C. The employees of each school, in consultatton with the parents
of the pupi 1s enrolled In the school, snall determine a plan for the
expendlture program monies each year through a selection process of the
employees' choice. The employees' plan shall be implemented unless the
dlstrict governing board rejects the plan witnln thlrty days after
delivery of the plan to the governlng board. The employees, in
consultation with the parents of the pupils enrolled In the school, shall
submlt a new plan if the governlng board rejects the previously submitted
0. A school which participates In a school restructuring lncentlves
program shall use the program monies to supplement and not to supplant any
other sources of monies tor ooeratlonal or instructional services .
Sec. 4. School restructurlna incent ive oroaram; budgets
A. For fiscal year 1990- 1991, a school dlstrlct whlch contalns a
school or schools + hat have received approval to participate in a school
restructuring incentives program may revise its budget, after a pub 1 i c
hearlng, by December 15, 1990 to Include the amount allocated for the
0. A school district whlch contains a school or schools that have
received approval to participate in a school restructuring incentives
program as provlded In section 2 of this act may Increase Its base support
level by an amount equal to the following for each school:
1. For f lscal year 1990- 1991, if the school has a student count of:
( a) At least two hundred fifty but not more than four hundred,
seven thousand five hundred do 1 1 ars .
( b) At least four hundred one but not more than flve hundred flfty,
twenty thousafld do1 laps.
( c) At least five hundred flfty- one but not more than seven
hundred, twnty- f lve thousand do1 lars.
( d) At least seven hundred one but not more than eight hundred
fifty, thlrty thousand dollars.
( e) At least eight hundred fifty- one but not more tnan one
thousand, thirty- f lve thousand do1 lars.
( f) More than one thousand, forty thousand dollars.
2. For fiscal year 1991- 1992, twice the amount for the prior year.
3. For fiscal years 1992- 1993 and 1993- 1994, the amount for tne
prior year increased by five per cent.
SeC. 5. Proqram evaluation: technical assistance;
submission of annual report
A. The department of education shall annually moflltot'afld evaluate
each school which participates in a scnool restructuring incentives
program. The department of education shall notify the participating
schools of and include information in its annual regort to the joint
legislative conmittee on school restructuring incentives established by
section L of this act concerning exemplary education programs that have
been implemented by the participating schools. The department of
education shall identify and provide technical assistance to those ~ C ~ O O ~ S
which apply to participate in the program but fail to comply wltn tne
provisions of this act.
8. The department of education shall submit an annual report to the
joint legislative committee for school restructuring incentives to be used
in the annual reapproval process and to assist the comnittee in making
recornendat ions to the legislature for possible legislatlve act i'on by June
30 of fiscal years 1990- 1991 through 1993- 1994. The report shall include
a sumnary of tne evaluation Conducted by the department of education
pursuant to ~ ~ b s e ~ t iA oonf this section.
Sec. 6. Aoorooriation
For fiscal year 1990- 1991, the' sum of one hundred thousand do1 lars
is appropriated from the state general fund to the department of education
to allow the department to conduct an evaluation of the school
restructuring incentives prograin as estaDl ished by this act.
S ~ C . 7: Oelayed reoeai
This act is repealed from and after June 30, 1994.
The C. J. Jorgensen Elementary program seeks to incorporate the
I1school family concept" in an aggressive reform program based upon
a redesigned, fully integrated curriculum. The input, and support
of parents, students, and staff have been solicited and utilized
at all levels of the design and implementation of the plan.
Components of the C. J. Jorgensen plan include, but are not limited
to, the following.*
Methods to Increase Effectiveness and ~ cademic ~ chievement
- Implementation of the wschool family conceptI1 in which
students from different grades 1 - 8 will be grouped in school
Nfamiliestlo f approximately twenty students for one period a day.
- Utilization of an integrated, outcome- based curriculum with
an increased emphasis on basic skills as well as additional student
evaluation using state and district achievement tests. Further,
student progress may be monitored through the establishment of
individual student portfolios.
- Acquisition of additional computer, video, and other
technological equipment with the goal of placing computers and
television monitors in every classroom. Computerization of student
records will permit teachers to spend more time on instruction and
- Promotion of an academic atmosphere through additional
activities which recognize academic achievement.
Methods to Meet Unime Student Needs
- Development of after- school tutoring programs to assist
students gain competency in specific areas of need.
- Improvement of on- campus services for gifted and talented
- Utilization of a student evaluation system which recognizes
that students learn at different rates.
- Purchasing additional software to ensure that computers may
be utilized for the remediation or enrichment of all students.
- Implementation of afterschool programs to meet the needs of
students with working parents.
- Initiation of a Spanish as a Second Language Program.
Methods to IrnDrove Teacher Professionalism and Coo~ eration
- Increased emphasis on professional development through
additional staff training sessions in areas such as outcome- based
education, cooperative learning, and thematic units.
- Grade- level teaming of teachers and flexible scheduling to
permit common planning time and attendance of training sessions.
Methods to Increase Parental Partici~ ation
- Inclusion of parents on school decision- making
formation of a homeroom parent organization.
committees and
- Creation of a Parent Hotline which ~ arentsm av call to obtain
daily homework information and individial student messages frm
teachers. Additionally, the system will be used to inform parents
about future school events and activities.
- Increasing use of parent volunteers in a variety of programs.
- Establishment of Parent Academy to train parents in tutoring
skills and provide English instruction to Spanish- speaking parents.
Methods to ImDrove the School Environment
- Creation of a student affairs committee to identify and
coordinate activities such as spirit days and an expanded student
council which promote a positive school environment.
- Implementation of a Peer Mediation Program to more
productively resolve student conflicts and improve interaction
- Design and
program to serve
all students.
comprehensive substance
* Some items may be applicable to more than one category.
School Restrudurfng Pnot Projed
M 1991/ 92 Reapproval Information
Dirsctfons: & pad of you mpptuvd procasa for FY 1991/ 92, the followng tnfonnaoon IS bemg requested by me Jornt Leg~ slaove
Cotntnltm on School Restmciunng lncsntnms. Please use the followng fonn to prepare a bnd summary of your program acovtoes
( we ' bullem' to summarize yow echlffes). The Comm~ ttbbts awam that funding was not recurved unol Spnng 1991, so do not b, e
concbmed d few acfintiw wem 1nrtia'et. d dunng thot Lime. Please return one copy of ttrrs form by no later than 30, t99X
C . J. Jorgensen School
A) Name of School & School Dlstrld Roosevelt School Distrlcc Yo. 66
8) Grant Amount Rocahred during M 1 990/ Ql $ 25 9 000 - 00
C) Approximate bate Fund8 Recalved During Spring 1991 Late Spring .' 91
D) ' BullW Udlng of Key Grant Adfvitfes Initfated During Spring/ Summer 1991
. Formation of School Management Team consisting of Administration,
, Teachers, Parents and Community Representatives.
. Plans developed for implementation of " Family" Concept technology
utilization, modified Cologne Model and extended - day. . '. . Voice Messaging ( Homework Hotline) system was purchased.
. Staff Development for select staff members on technology utiliza~ ion.
E) ' BullW Ustlng of Key Grant Actlvitles Planned for N 1991192
Jorgensen Family Groups have begun
Telephones i n s t a l l e d i n a l l classrooms
Complete video system including s a t e l l i t e r e c e p t i o n , VCR and l a s e r
d i s k programming i n s t a l l e d with monitors placed i n every classroom
Spanish i n s t r u c t i o n f o r grades L and 2 through XAU
Spanish i n s t r u c t i o n f o r grades 3- 5 through school based i n s t r u c t i o n
School Day extended f o r a l l s t u d e n t s K- 8 ( 8: 15- 3: 15)
Implement Modified Cologne Yodel i n K- 2, and grades 3- 5
I n i t i a t e Homework Hotline f o r parent communications
F) ProblemdBarrIers to a Succssstul Program
. Finding a q u a l i f i e d Spanish i n s t r u c t o r ( paid f o r with D i s t r i c t
funds) f o r t e a c h i n g g r a d e s 3- 5 . Limited a v a i l a b l e time t o i n s e r v i c e s t a f f on e f f e c t i v e use of
technology i n the classroom
. Adequately informing p a r e n t s and community as t o the value of the
changes . Requires e x t r a p r e p a r a t i o n on the p a r t of teachers
1. Pkau fax and mail your completed report to: Kell Branch, Arizona House of Representatives,
1700 W. Washington, Phoenix, AZ 85003; Fax R 5424511.
The Carminati Elementary restructuring program seeks to incorporate
the specific needs of ~ arminati School in designing and
implementing a Strategic Action Plan with the goal of enhancing
student learning through a variety of school reforms and
improvements. The plan is based upon parent and staff input and
contains opportunities for evaluation and revision. Components of
the Carminati plan include, but are not limited to, the following. *
Methods to Increase Effectiveness and Academic Achievement
- Utilization of an integrated, competency- based curriculum
with a year long focus.
- Providing support of a reading specialist to grades K- 3.
- Establishment of a student portfolio system to record student
achievement in all classrooms.
- Acquisition of additional math resource materials and staff
training. Students will be encouraged to participate in math
competitions and their accomplishments will be recognized.
- Creation of a technology committee as well as the
acquisition of a laserdisc system and other technological
instructional tools.
Methods to Meet Uniuue Student Needs
- Evaluation and adjustment, if necessary, of the primary
curriculum and the school schedule to accommodate individual
student needs.
- Establishment of tutoring programs including peers, community
volunteers, and middle and high school students.
- Implementation of self esteem programs to promote feelings
of self worth in students.
- Provision of district counseling services to students in
small group sessions to address particular student concerns.
Methods to Im~ rove Teacher Professionalism and Coo~ eration
- Scheduling of classes to provide common planning time for
grade level teaching teams.
- Providing extensive opportunities for staff development
including inservices and information sharing. Additionally, a
committee will be established to review staff proposals for
professional development opportunities.
- Limiting staff meetings to allow additional time for team and
individual projects,
Methods to Increase Parental Partici~ atioq
- Incorporation of parental input in designing and implementing
and the Carminati Strategic Action Plan. Attendance of at least one
parent at ADE Leadership ~ cademies.
- Utilization of a monthly parent newsletter to inform parents
of scheduled school events and provide advice to parents as to how
best assist their children in learning.
- Parental participation in staff inservice programs to ensure
parental understanding of school programs and policies.
- Initiation of a telephone program in which parents are
encouraged to communicate with staff to discuss student issues and
provide input.
- Use. of parent volunteers in a variety of classroom and
extracurricular activities.
- Maintenance of an Open Door policy by the school principal.
- Offering of lunch time enrichment activities to all students.
- Organization of faculty - student sporting events.
- Recognition of student achievements in monthly award
* Some items may be applicable to more than one category.
School Restructing Pilot Project
FY 1991/ 92 Reapproved Information
( A) Name of School B School District
Grant Received during N 1990/ 91
Carmlnati Elementary School
Tempe Elementary District # 3
C) Approximate Date Funds Received
During Spring 1991 $ IS, 000
D) " Bulletw Listing bL Key G r a m Activities
I Inltlated During Spring/ Summer 1991
Staff team planning occurred during school hours.
Classified staff and parents were invited to participate
In team planning.
. .
Parents and classified staff joined certified staff at ADS
Leadership Academy.
Staff was trained t o implement Junlor Great aooks program.
Voluntary staff development activities were available
throughout the summer.
I Student Artists- of- the- Month are recognized.
I Family Math and Family Science nights are being implemenied.
I E) " Bulletn Listing of Key Grant Actlvit4es Planned for FY 1991/ 92
Student portfolios document achievement in language and m a t h .
A n Active Learning Lab has been ( identified and is being stocked
with supplies and equipment,
Young Astronauts Program is being developed.
After school Science clubs have begun.
Laser dlsc system ls d~ qulred and ubed t o r i n s t r u c t i o n .
Macintosh computer and laser printer arc acquired and used by
s t a f f ,
A group for families with accelerated students was initiated work
with teachers to better meet student needs.
A SpICial education class of ytudents with moderatc handicaps is
fully integrated with a regular third grade,
A time and talents volunteer resource Trograrn will be available
to a l l staff
A customized discipline plan for students will be deveioped.
All students will be racognSzrd at an Awards Asscrnbly at leas?
once a year.
Staff will be involved in planning far a new activities bulidlng.
S t g t z fnd district o l i es l'mit lexi il
sc e u as, suon as b g % h of hay, fengtk ~$~$ e::, and parent
conference times,
Money is in short supply for sophisticated technology and
hardware, i . e . , computer modem, FAX nachine, science equipmenr,
updated library management system, lap-~ op computers.
D i s t r i c t delays prevent implementation o f Breakfast program,
Computer updates, etc.
Emphasis on team building with start is more difficult durir- g
school year; requires time during the work day, which is 1~ rnl: ed
due to district limitations on substit-~ tet eachers.
Staff attendance at conferences and workshops i s similarly
reduced by d i s t r i c t cut- backs on travel and substftutes.
While family particl7ation is high f o r srudent cectcred
a c t i v i t i e s , only a few families volunteer at cchool or serve G~
leadership teams.
The Del Rio Elementary program seeks to develop a new educational
delivery system through the increased use of technological learning
aids in order to more effectively meet the varying needs of all
students. Components of the Del Rio restructuring plan include, but
are not limited to, the following.*
Methods to Increase Effectiveness and Academic Achievement
- Establishment of networked - - --- computer mini- labs in each
classroom and the acquisition of appropriate software so that
teachers may more efficiently tailor instruction to individual
- Development of an on- campus television station with satellite
capabilities to provide a variety of educational programming to all
- utilization of on- line information services to make current
academic information readily available to students and teachers.
Methods to Meet Unique Student Needs
- Initiation of after- school programs to assist students in
need of additional academic assistance.
- Development of individualized thematic units based upon areas
of student interest,
- Establishment of an educational video library which students
may utilize for home use.
Methods to Irn~ rove Teacher Professionalism and Coo~ eration
- Regular provision of staff training in the use of new
technology as an effective instructional tool.
- Offering summer workshops to provide additional opportunities
for staff development.
- Scheduling of grade level meetings to encourage information
exchange and coordination of teaching methods.
- Development of technological " teacher teams" to design
teaching units for all instructors.
- Encouragement of teachers to share successful teaching
methods at educational conferences and meetings.
Methods to Increase Parental Partici~ ation
- Utilization of parental input in designing and implementing
project B. A. S. I. C.
- Establishment of a parent video library containing tapes
explaining teaching techniques and educational terms.
- creation of classes for parents which demonstrate and explain
the use new computers and other technological teaching aids.
- Opening the school Resource Center for community use during
non- school hours.
Methods to Im~ rove School Environment
- Increased daily use of computers and other technological
devices in order to make students more motivated about school and
* Some items may be applicable to more than one category.
Sahool Reetrutturlng Pnot Project
FY 19Ql/ 92 Reapproval lnformatlon
Dltrctlonn: Ac part d your reappmd pnxoro for FY 1091/ 92, Lhe following lnfomadon in bdng musofed by he Joint LsgislaUve
Commithe on School Rrrtmchrrlng lnclnth~. P/ eere ura 1h0 IdI& ng form to prepan r h l wmmrry of ur progmm act kit re^
( urn ' bu/ i. pl to ~ umrnrritey uur nhiUe1). The Commmee is . wue Uwt ! wMinp ru not memd urM ~ p & 1001, ro do net 9r
concuned if hww ftd~ ww ein itlmhd durlng Ihrt ffme. PPlrrue rerum one oopy d thin form by no later mm'SqpnmbP& 3q3PpJ. A
A) Namo of School & School Dlrtrltt gel Rio School - Chino Vallev L'nified S. 1).
8) @ ant Amount Recshred during PY 1990/ 91 8 25,000
C) Approxlmrta Dab Funds Recrtwd Durlng Spring 1901 January 30, 1991
0) ' 8ullW Ualng ot Key Qrant Actlvltles Inltlated Ourlng SprlnQ/ Summor 1991
1. The grant technology package was put our co bid in January.
2. Tl~ e bids were awarded to Inn- Tell , in February,
3. I n s t a l l a t i o n of an in- house t e l e v i s i o n s t a t i o n , 30 - 25 inch ~ e l e v i s i o n s ,
and a e a t e l i t e dish were installed i n A p r i l .
4a. In April, a significant number of staff members attended the TUTSI
( Teachers Using Technology In Schools Institute) for three days of
intcnsivc t r a i n i n g ,
4b. We also had a s t a f f member attend the week- long National Con~ pucer
Conference a t A. S. U.
4c. An all- day Saturday inservice was held a t our ~ c h o o lt o frain staff
on the use of . llyperstudio technology.
5 , A well- qualified Television Technician was hired during the eumer
( a t district expense) to run the studio. She received training from
Inn- Tell Corporation, KUSK- TV and other aources,
E) ' 8ulleta Llrtlng of Key Grant Actlvlties Planned tor FY 1991/ 92
1. During the summer of 1991, computere, printerg and a networkit~ g sysLen,
called Digicard, were i n s t a l l e d in a l l 3rd, 4th and 5th grade cla~ aroams.
2, In l a t e August the faculty was survcycd to determine t h e i r staff devclov-menc
needs in regard to the new tecflnol. ogy and s t a f f dcvelopmenc f o r thc
year was plained,
3. With the a r r i v a l of September, the studio was nearly operational, We had
a faw " glitches" in the system thac had to bc worked oht. Two weeks l a ~ e r
we were able to broadcast.
4. The computer mini- labs are up and running smoothly. In ZALC Scptembar
s t a f f members were inserviced on using t h e i r labs. They a l ~ upr eviewed
available sof tworc .
5 . Our 1st and 2nd grade classes are now p a r t i c i p a t i n g in tile N . A . U . Foreign
Language I n i t i a t i v e being broadcast over e a t e l i t e ,
F) ProblerndBarrlerr to a SUCCIII~ U~ Program
Tile biggeec problem that we encountered was thc cut in our funding due t o
the mi~ undctretandixlg of what waa me& nt by " s ~ u d e n t count." T underscan2
t h a t othcr schools sclcctcd madc a similar e r r o r , Thie e r r o r w i l l cut
approximatcly $ 36,000 from our oriftinal proposed budget, We felt t h a c
wc needed thibi money to ~ lucccssfully meet our o b j e c t i v e s . The scl~ ool
d i e t r i c t graciously picked up the let c u t of $ 5,000, but the next cut of
$ 10,000, rcquircd us to modify our proposal f o r the 1991- 92 school. year,
Wc had to reduce the numbcr of computers per claseroom and v i r t u a l l y
eliminate the s t a f f development monies. We w i l l be forced to do the
same i n the coming year.
We were able to go ahead and i n a t a l l the mini- lab* with l e s s computers
and we are doing eeaff development on a shoestring. Other than this
minor setback, we're moving ahead nicely.
1. Ple8.0 tax and mall your completed report to: KaII Branch, Arizona Houre of Representrtlveo,
1700 W, Waahlngton, Phoenix, AZ 85003; Fax # 542451 1.
The Gilbert Elementary School restructuring program seeks to
address the individual needs of all students given the increasing
social, cultural, and academic disparities among its student body.
Components of the Gilbert program include the following.*
Methods to Increase Effectiveness and Academic Achievement
- Purchasing additional computer equipment so that each
classroom has at least three terminals linked to the school's
primary computer lab.
- Limiting primary classes to twenty- five students and
intermediate classes to thirty students as well as adding an
additional section of ngn- graded 1- 3.
- Incorporating thematic and integrated units in a curriculum
restructured to include- increased emphasis on creative arts and
manipulative- based science programs. Additionally, more literature
books will be available for the basal reading program.
- Implementing a gee_- tutoring program in which primary
students will be paired with intermediate students.
o~ stablishing a !# hot linew and a teacher- on- call to provide
homework assignment information and assistance.
Methods to Meet Uniaue Student Needs
- Utilizing a pprt- time health professional to provide
counseling to student7and assist teachers in identifying the
unique problems and needs of each student.
- Implementing a me- ngor. program in which targeted students
participate in off- campus activities and have daily contact with
selected staff members.
o~ stablishing new before and after- school clubs and prograns
and expanding existing after- school activities to provide
additional basic skills tutoring for borderline students, serve
the growing number of " latch keyw students, and promote self-esteem
and school involvement among all students.
- Offering week- long environmental education classes in a carp
setting to assist targeted at- risk students.
Methods to Im~ rove Teacher ~ rofessionalism and ~ oo~ eration
- Providing extensive opportunities for staff develcp?, en:
through a professional library as well as courses in ESL and s t r e s s
management for teachers and students.
Methods to Increase Parental Participation
- Expanding designed to increase parental and fanil ial
involvement in school activities as well as programs to enhance t b ~ e
ability of parents to assist students with learning in the hone.
- Establishing a " hot line" and a teacher- on- cal4 to provide
homework assignment information and assistance.
- Encouraging parental involvement through home visits by che
Methods to ImDrove the School Environment
- Utilizing an " Artist in ResidenceH to instruct students in
conflict resolution via creative expression such as drama and
- Offering a variety of before and after school programs t o
increase students1 sense of belonging at school.
* Some items may be applicable to more than one category.
School Restructuring Pilot Project
. FY 1991/ 92 Reapproval Information
Directions: As part of your reapproval process for M 1991192, he lollowing information is being requested by tY70 Joint Legislative
Committee on School F) estructuring Incentives. Please use Me following tom to prepare a brief summary of your program acbvilies
( use ' bullets' to summarize your activities). The Committee is aware that funding was not received until Spring 1991, so do not T' concerned if few activities were initialed during that time. Please return one copy of his form by no later than Septsmber 30, 1992.
Name of School & School Dlstrlct Gilbert Elementary School, Gilbert School District
6) Grant Amount Received durlng PI 1990191 $ 25,000
C) Approxlmde Date Funde Received Ouring Spring 1991 February, 1991
0) ' 9uIlete Ustlng of Key Grant Actlvltles lnltlated During SprlngISummar 1991
Arranged for collegial planning with entire staff
Provided staff development classes in all targeted areas for team
leaders and other interested staff members.
Purchased part of the technological equipment for the writing lab in
order to inservice teachers on the writing process and its relationship
to the computer software.
Selected a teacher to establish, organize, and teach writing skills in a lab .
Put out a survey to assess needs and interests of faculty in order to establish
committees based on those needs.
Organized committees to include mentoring, after xhool activities for students, staff
development in restructuring ideas and concepts, integrated instruction, thematic units, parent
involvement, improvement of the math/ science program, and development of a skill- based
report card that reflects restructuring ideas.
Researched, developed, and implemented a flexible scheduling program for the media center.
Installation of a planetarium for " hands on" xience activities promoting science concepts as
well as writing in science in order to promote critical thinking.
Developed thematic units for both primary and intermediate students to give teachers ideas in
using the planetarium.
Developed further the ungraded concept through research and inservice and added a fourth
Researched the possibility of some type of an ungraded program at the intermediate level.
Planned and developed materials for an integrated kindergarten matching special needs
students with regular students to provide positive peer models.
This permitted Gilbert Elementary to bring back special education students to their home
campus and implement a least- restrictive environment to the fullest degree.
Worked with the town of Gilbert in starting an after- school boys and girls club.
Interviewed and selected a social worker to assist with at- risk students and families.
Offered a class for staff members on Integration of Creative Arts in the c~ assroom.
E) ' Bullet' Ustlng of Key Grant Actlvlties Planned Ibr FY 1991192
Continuation of 4 key activities that were contained in the planning stage as listed in ( Dl
In addition:
Implementation of the writing lab with a teacher and a full- time aide. As can be noted, the district is
supporting the program with additional assistance.
Included in the lab are 15 Macintosh LC's with the latest software in the area of writing.
Implementation of science units utilizing the planetarium.
Implementation of integrated kindergarten.
Irnpiementation of a plan of action for the social worker.
Activities include:
a. Working in classrooms with whole groups on self- esteem, goal
setting, team building, and other problem areas of need..
b. Individual and family counseling.
c Implementing small group sessions on specific needs.
d Providing staff development for teachen on ideas for working
with challenging students.
e. Coordinates su plemental programs complimenting basic areas
such as cHAMR, D. A. R. E., and peer mediation.
f. Worked with students that might be possible candidates for
" gangs" later on and has involved them in after school sports.
In the " mentoring" program, approximately 35 staff members have asked to be mentors and work closely
with students on a one- on- one basis. Students have been selected and parents advised. These students
will be kept with the same " mentor" throughout their Gilbert Elementary career.
Implementation of the flexible scheduling in the library.
Continued courses in staff development in all targeted areas.
An artist- in- residence is working in the classrooms in promoting creativity and higner level thinking skills
and is also teaching classes to teachers so they can provide an extension of these activities.
The Boys and Girls Club has a kick- off date of October 17,1991 and will be an integral part of the
restructuring plan. The after school clubs will be included as part of the Boys and Girls Club.
Committees, as mentioned in item # 6 under Section D are continuing in their assignments.
Established a partnership with a district Jr. High School with a one- on- one match between P. high students
and elementary students with an exchange of assignments and enrichment activities.
Implemented two sections of integrated kindergarten and one additional section of the ungraded
All special education students are now integrated into the regular classroom. No pull- out programs exist.
Problems/ Barriers to a Successful Program
Bamers to restructuring are most often financially based. There is always so many ideas that
seem to move along better with money. Teacher exchanges, consultants, new materials, changes
in the organization, etc. are always desirable but have a cost factor.
Another bamer is the need to patiently work through steps of change - taking enough time
with teachers to obtain and maintain their ownership. This barrier can be overcome with a
constant, methodical analysis of all the steps in the change process and a personable approach.
1. Please fax and mall your completed report to: Kell Branch, Arizona House of Representatives,
1700 W. Washington, Phoenix, AZ 85003; Fax # 542- 451 1.
The Glendale High School restructuring program seeks to implement
the recommendations of the School Effectiveness Team composed of
parents, students, teachers, and administrators. The goal of the
program is to provide all students with the tools necessary to make
the transition from student to successful adult. Components of the
Glendale restructuring plan include, but are not limited to, the
Methods to Increase Effectiveness and Academic Achievement
- Implementation of a four phase, integrated, outcome based
curriculum designed to enable students to transfer skills from one
discipline to another. Basic freshman classes will stress the use
and improvement of writing, speaking, computation, and computer
skills. Students will be required to demonstrate proficiency in
these skills in the sophomore, junior, and senior years.
- Instruction in basic computer proficiency for all freshman
students. ~ dditiona~ c omputer equipment and software will
facilitate learning in a variety of areas for all students with an
emphasis on writing and research skills.
- Computerization to expedite grading, student record keeping,
and kt- ex- teacher communication and permit teachers to spend more
time on instruction and planning.
- Development of test taking skills seminars for students and
the establishment of outcome score goals toward- which to work.
- ProvisLon of after hours, extended day classes to assist
students in successfully achieving specified outcomes in deficient
areas. Modifications will be made as is necessary and the program
will be expanded to include summers.
- Establishment of a before and after- school as well as
Saturday morning learning center to assist students with make- up
assignments and provide additional assistance for needy students.
Methods t o ImDrove Teacher Professionalism and Coo~ eration
- Provision of a personal computer to every teacher as well as
training and workshops in effective utilization of computers in the
school environment.
- Scheduling of additional planning time for key personnel in
order to receive training in new programs, coordinate instructicn
in common classes, and revise and implement all aspects of the
restructuring program as is necessary.
- offering extensive opportunities for staff development
through a variety of instructional workshops and inservices.
Methods to Increase Parental Participation
- Incorporation of parental input in developing the Glendale
restructuring plan as well as the establishment of the Parent
Involvement Task Force in order to solicit and determine how to
best utilize parental support.
- Actively encouraging parental and community use of the
schoolts High Tech Learning Center during non- school hours.
- Establishment of a Home Visit Project to encourage parental
participation in their childrens' education via visits to selected
homes by district administrators. ~ xpansion of the project to
include coaches and instructors in order to promote interest in
extracurricular and other school activities.
- Designing and implementing a comprehensive program offering
counseling and coping skills seminars to parents.
Methods to Im~ rove the School Environment
- Creation of a Students Out serving program to promote social
awareness and increase self esteem and motivation among students.
Students will be required to perform a specified amount of
community service and describe their experiences in writing.
- Reduction of campus conflict through the introduction of a
Peer Mediation program in which students will be taught to respect
the rights of others.
* Some items may be applicable to more than one category.
School Restrudurlng Pllot Pfole~ t
N 1991/ 92 Reapprovai lnformatlon
Oimctiont: AS pul d yow ruapproval pmess lor ff 1991/ 92. me fdlowng , nfonnation IS b t n g fwmted by bk Jdnt Lsglslaove
commctt6. an & boo4 Rosbuctunng lncentmus. Please Um ldlowng lorn, lo p m pa~ bn d rurnmuy d ywr prognrn acdwess
( US. ' bUlebat o summanre ywr acfmoes). The ~ ommt~ l# a a m tl undrng was not m. ksd wol Spring 1981, 80 do not 4s
concwnrd if few u6trtiai wum mrUated dunng Out Inn. PI- mium omc opy d mi8 f mby no lrhr ' tw-'
A) . Name of School h School Olstrld Glendale H i g h Scfiool, Glendale Union
hlan semi u l s t r l c t
6) Grant Amount Received during PI 1990/ 91 s4u OoO
C) Approximate Date Funds Roceked During Sprlng 1991 m i
0) ' 8uileV Usting of Key Grant Actlvtties Initiated Ourlng Sprlng/ Summer 1991
ODs TO MCREASF PARFNT PARTICIPATION; Glendale Ijigh School has established a Pannt Involve-ment
Task force. They havc met twice a month since February and have successfully gone through boundaq
brealung and teaming mining. Thye are 21 parent members on the cornminee committed as a unit to recruit other
parents to panicipate in school activities.
THODS TO INCRFASE ACADEMIC ACHIFVEMENT; Freshman wchcrs in math. science, language arts.
reading and physical educalion have met to dcvelop units which they will integrate into the curriculum. They wlil
use a common theme of ecology and flight on which to build thcir lessons. During the year when information is
relevant to morc than one contcnt area. thcy will coordinate thcir effons to deliver LIWi n f o d o n t the studenrs.
me freshman team also developed a propm to uain all freshmen to use both the I. B. M. and iMacintosh
computers during the first six weeks of school.
Nine teachers from language am, social studies and business have gone Lhrough mining and planning in
Lhe new 68 station computcr lab.
ODs TO IMPROVE THE SCHOOL FNVIRONMENT. A Student Out Seming Coordinator has been
sclectcd and a commiuee has been established. The commiuce decided to implement the S. O. S. pmpt with
freshmen and junior studcnts he first yes.
ODs TO IMPROVF THE PROFF5SIONAI rSM OF m D TW. COOPFRATION AMONG TEACHERS;
Sixty staff members went through 20 horn of training in the high tech center which is equippcd with 34 I. B. M. and
34 Mcintosh computcis. TSis also gave them morc knowledge on how to use their own cornputen.
E) ' 8ulletP Ustlng of Key Grant Actlvhles Planned for FY 1991192
9At thc pres ent tlme the P a n t Involvement T& F m
have secured parent membus for the Glcndale School Effecuvcness Tcam, Students Out Servlng Comm~ ttceG. lendale's
home visit m. the High T& Commlttte and the Substance Abuse Comrniuee. The commluee has developed a P. R. # bmchurc for ihc school and developed parmaship with n number of companies in the a m of ushnology.
S M I N C R E A S E m E M E m Each fnshman wdl spend 19 class hours on these com-putas
learning keyboarding and word proctrsing. English, nvo science and one math teacha we= given an addiaonal
planning period to develop Ihe intcgrared material f a the freshman team. Teachers will integrate their efforts toward he ( ssdrmk and N i v i d needs of individual mden& Not only will students be conmed with knowledge as a whole, but
tcadren will banme more aware and conctrned about the students as a whole.
I ; The freshman Sludents'O ut Serving has developed a project for ~ ~ , " ~ . " w ~ ~ ~ ~ ~ ~ ~ m ~ t a i i s u c , . ~ y w i i l & a s c h o l w i d e p a ~ r m y c l h g p r o j r r The juniors will meet their required hours by working individually with community agencies. In some inslances a class
wiU work with community agencies.
Second semestu, in some q u i d classes. students 8 ~ , " , " ~ ~ ~ ~ ~ ~ ~ ~ ~ o to pmendp an eoxulenndcd duay clunr. i t y
Gt& e High School wiU offer an am&. m. learning center. It will be open from 7: 15 am. to 8: 00 a. m. in Ihe
morning five days a ~ edcan d h m2 35 p. m. to 8 ap . m. in the evening Monday through Thursday.
Each uacher at Glendalc
has ban given either an I. B. M. or Macintosh computer for his or her use in the classoom. Cabling has been installed in
each classwm in order IO nawork all computers by Ihe 1992- 93 school year. The teachers are to use the computers c his
year to improve their own classroom management skills in he areas of gndes. development of assignments and tests. 2nd
communications with the parents. Once we have mched a level of expcnise in the use of the computer, we will network
the entire school. ( F) Problerns/ Sarriers to a Successful Program
MFTHODS TO WCRFASE PARENTAT. PARnCIPAllON: In qing to keep a wide range of parenu invoved, it
is dificult to find and keep involved the parents of students who are having problems with school.
MEm The planning of content between depanments is very
new. Therefore. he proccss of learning mch orhers contcnt areas and teaching obptivcs from orher subjects is
NMFNT; This has been of some concern for a few parants a b u t
requiring students to do service activilies.
The staff decided to posrpone the pezr mediation prognm to a later date. The cost and time to implement
the program was questioned. I QTHERS: During dismctwide 1991- 92 school year staffing in March. Glcndale reccived 10 new staff memkrs.
This caused some delays in some of the progam to allow for ncw staff supponed training.
I 1. Please fax and mall your completed report to: Kell Branch, Arizona House of Representatives,
1700 W. Washington, Phoenix, AZ 85003; Fax # 542- 4511.
The primary goal of the Kyrene del Sureno pilot program is to
increase student achievement through the implementation of a
variety of school reforms. A diverse coalition consisting of school
staff, parents, and other community members will cooperate in
designing and implementing a comprehensive reform plan. Components
of the Kyrene proposal include, but are not limited to', the
Methods to Increase Effectiveness and Academic Achievement
- Initiation of a shared decision making model in which
teachers are empowered to-- pToTiide direct input in all matters of
daily school operations.
- Development of curriculum- based. assessment measures in order
to more accurately monitor student achievement and make necessary
adjustments in instructional techniques.
- Increased emphasis on study skills including activities for
study skill development in the home.
- Utilization of llStudy Buddies" to provide peer support and
encourage and recognize- academic achievement.
- Expanding library hours and increasing library usage.
- Utilization of computer technology and automation to permit
teachers to more easily gather and share student information.
Methods to Meet Unicme Student Needs
to al- lE xstteundsenitosn. o f- * s.- p.- e. cial education program instructional methods
- utilizing flexible staff configurations to develop classroon
groupings with continuous review.
- Using cooperative learning strategies, peer assistance, and
- p- a- r- ent- volunteers to more adequately serve unique student needs.
Methods to Improve Teacher Professionalism and Coo~ eration
- Provision of common planning time for each grade level so
that teachers may cooperatively plan and coordinate services.
I - Promotion of teacher interaction and accountability through
the use of - s- i te- based decision making.
- continuation of a teacher mentor program and encouragement
of positive feedback and recognition among teachers.
Methods to Increase Parental Partici~ ation
8 - Establishment of community council including a parenc representative from each grade level to provide input in bhe design
and implementation of the Kyrene restructuring plan. Additionally,
1 the council will be involved in shared decision making in all matters of school operation.
- Expansion of the school volunteer program through the
recruitment of parents to assist in a variety of functions such as
classroom support, homework assistance, and special projects.
Methods to Improve School Environment
- Promotion of student self- esteem and personal responsibility.
- Encouragement of all students to excel in areas of skill and
seek assistance in those areas in which they- are deficient.
- Improvement of student conduct by establishing clear
standards for behavior and providing opportunities for students to
be involved in conduct resolution.
- Initiation of reinforcement programs to encourage student
punctuality and attendance as well as public recognition of
positive actions.
* Some items may be applicable to more than one category.
School Restructuring pitot Project
FY 1991/ 92 Reapprovsl lnformatlon
I Oifecli~ t: h DUt d pwm p ~ m v dpr oem8 for FY loPlIs?. ma roawing infmutlon la being mquaatrd by am John Lagrrawe
CMMI".. on Schad R08mKtwing lncnhrw. PI*- 8 uaa t h Wowng form to pnwm r bd6f aummaty of p u t prognm actir~ liu
( Wo * bul/ ab' h s u ~ m ' zy. o ur acttvtU08). 771s Commilh. ia a mBa t tundlng wau not m a Mu ntjl Spnn 1981 $ 0 do not bf c ~ u r n a d# f ew w mI niand dWng * at # menrPr\ W. mvn ma aopy ol bfm C no lam R ~ Y A ~ I ~
Kyrene del Surena
~ y r e n c Elementary 3 i s t r i c t i 2 5
8) Grant Amount Reerlved durlng ? Y 1996/ 91 3 5 9
I July 1 9 9 ' C) ApproxIm. Le Dale Fund. R* ceIved Dwlng Spring 1981 ---
D) gBdlH U. ilng of Key Grant Aahritlea InNIated Durlng Sprlng/ Sumrner 1901
# A Community council to provide feedback and involvement Teacher Task Farce designed to develop apesitis outcomes f o r the
fo- l lowing areas: --- CPBSoectnthutotdioefnlno- utiwo iiurodse de cp eorbgvoeneghilratoivi~ siomoaner n rpmetraop njoaergctet mscea nrtd refinement - \ @ StaiPla r& e ntP acroemnutns icdaetsiigonn , orientation, decision to create 5
sections of multi- age programming
Decision on appropriate format of software to assist teachers in ( recordkeeping systams to =. cord and report student progress
Begin purchases of computer and software
a Consultants for reading and writing program 1 a Consultant for portfolio development and ref insment
Student climate survey
Parent survey
Training & I orientation on increasing parent involvement through
E) ' 8uller Llstlnq of Key Grant Acihritles Planned for FY lQQliQ2
School ~ nvironment - Learning climate, developing a love for
learning through literature studies, open writing process and
hands on math program
Increase the use of technology and volunteers to support
classroom effectiveness and time w i t h students
Planned release time to plan care curriculum topic and
objectives, thus increase collegiality and self analysis
Peer coaching opportunities to increase effective teaching
Continue to purchasa technology, computers, software and
training to increase data collection and reporting
Continue to collect survey information from students, parents,
staff to aetablish trend data of proqresa
Smglementation of cooperative babysitting to enable parents to
participate at school
Establishing flexible ability groups to involve all staff;
resourca, regular teachers, and classroom aides to work with
students to reduce class size impact.
Continue discussion with staff and community for alternate time
schedule to increase staff planning and collaboration
F) Problem$/ Bantets to a Successful Program
Class size
Special interest
Professional time
Assessment tools to determine progress
Student readiness
Teacher involvement in non- instructional activities such as
committees, duty, discipline, social skill training
Lack of technology: Computers, outreach library, phones,
connection with a changing world, inter/ intra school
~ i m ean d energy spent in startup and closing of school such as
orientation to new class, asarssment of needs, expectations,
1, Please fur and malt your completed report to: Ksll Branch, Arizona House of Repreoentatfves,
1700 W, Warhlngton, Phoenix, AZ 85003; Fax # S42- 4511.
PROGRAM Sm3MARY
The Laguna Elementary School restructuring program seeks to address
the unique needs of an at- risk student population through a
complete revision of the traditional school environment. The plan
utilizes the concept of " set time1@ and proposes to provide services
not only to students but to the entire school community. Components
of the plan include, but are not limited to, the following.*
Methods to Increase Effectiveness and Academic Achievement
- Implementation of the " Set TimeN concept as the basis for
instruction with an emphasis on cooperative learning, problem
solving skills, and social interaction. Remaining with the same
teacher for several grades will provide stability and promote
academic progress.
- utilization of team planning and curriculum integration in
order to maximize the daily amount of time available for classroom
- Design and implementation of programs to provide homework
strategies and skills to students and parents.
Methods to Meet Uniuue Student Needs
- Designing all aspects of the restructuring program in order
to provide a safe and stable learning environment with consistent
adult role models.
- Utilization of multi- age grouping patterns to promote social
interaction in students.
- Provision of after- school enrichment and extension programs
in order to broaden students1 experiential backgrounds and provide
a setting for the practice of necessary social skills.
Methods to Im~ rove Teacher Professionalism and ~ oo~ eration
- Provision of opportunities for staff development and team
planning in order to empower teachers, provide opportunities for
interaction, and encourage professional development.
- Increased communication and the reduction of teacher
isolation as the " setR concept is fully implemented.
- Use of teachers as presenters at the " Parent Academytt to
foster professionalism and expertise.
Methods t o Increase Parental P a r t i c i ~ a t i o n
- Active participation and utilization of parental input in
developing and implementing the Laguna reform program.
- Establishment of a campus Family Outreach Center to be
directed by parents and to provide information regarding community
programs available to aid parents.
- Sponsoring of a series of Parent Academies to increase
parental skills in pre- school training, child care, and assisting
their children in school.
- Involvement of parents in staff development sessions as well
as holding volunteer training sessions for parents.
Methods t o Im~ rove the school Environment
- All facets of the Laguna restructuring program are designed
to promote an atmosphere of stability and openness in order to
foster learning and promote cooperation among students, parents,
and staff.
* Some items may be applicable to more than one category.
School Restrudurlng Pilot Project
Ff 1991192 Reapproval lnformatlon
Dlmcilo~~&: d ywr mapproud procbzl lor FY I 9@ 1/ 92. m e ldIowing idonnation is being rwuutad by Ute Joint Lagislabve
Committam on Schod Rubuctrmnng lncsnciws. Please use me Idlowing lorn to pmpcve a brid sumrrwy of pur progm acttv~ tres
( we ' bullem* to swnmetize your actjvitiu). The Commifteo is a w e mat funding w8s not rsc& until Spring 1 Q01, so do not Y concmd il law actlw'tlas wen initiated during B. I ffme. Pleas. return one copy d chis form by no later Gh. ns@ Qhmb. Ss , tS0t.
A) Name of School & School Dlstrlct Laguna Elementary, Flowing Wells D i s t r i c t
B) Grant Amount Received during PI 1990191 ' 520* 000
Fund we received as a ar
equafizqf on, apents be IgnInif9%%. 2s Apprcrlmnto ode Funds R c a h d Cmkg Spring no s ~ ? ~ & Q r& und Iwe re rene~? ed.
0) ' 8ulleP Ustlng of Key Grant Adivttles Inttlated During Sprlng/ Summer 1991
Curriculm Fntegratioa Staff Developrcnt and Project Planning
a Contracted with Consultant Debra Pickering from Mid- Continent Regional
Educational Laboratory for 2 day Tactics for Thinking workshop,
May 28- 29, 1991.
Provided 25 teachers with 9 days for above workshop training and follow-up
planning with team members and s p e c i a l i s t s .
a Ordered Tactics for Thinking teachers manual for a l l workshop
a Ordered Tactics for Thinking, Learning- to- Learn Skills.
E) ' 8ulleV Ustlng d Key Grant Actfvitles Planned tor M 1991192
I ' Community Outreach Center housed on our elementary school campus.
I ' Outreach Coordinator hired to serve as liason between s o c i a l service
agencies and the community. Food, clothing, temporary s h e l t e r and
emergency medical r e f e r r a l s are examples of the services. being made I more accessible to families in need. Paperwork can often be completed
on campus with assistance from the Outreach Coordinator.
Free Parent workshops and academies are offered. Babysitting services
are provided so parents can p a r t i c i p a t e without i n t e r r u p t i o n s . FAMILY
I - MATH nights and low- cost holiday g i f t giving ideas are planned for f a l l .
' Free after- school programs and a c t i v i t i e s are being offered to students
who might otherwise go home alone. Sewing, chorus, dance, photography,
jump rope, basketball, study h a l l , and bicycle maintenance are the f i r s t
semester offerings.
F) Problema/ Barrlers to 8 Suctautul Program
' How to employ the Community Outreach Coordinator on a longer contract
than the school year.
' Providing f a c i l i t i e s for the growing Connnunity Outreach Center to
ensure c o n f i d e n t i a l i t y and comfort.
' How to meet the increasing number and severity of needs for families in
c r i s i s .
O How to accomodate 400+ responses for the after- school programs.
I 1. Woo" fax and mall your eompl8t. d report to: KoII 8ramh. Adzen. Houu ot R~ pr.~ entath.*.
1700 W. Waahlngton, Phoenix, A2 85003; F u # 542481 1.
The Litchfield Elementary program seeks to implement an integrated,
competency- based curriculum with an emphasis in applied mathematics
and science. The program will be designed and implemented by a
diverse committee including parents and educators and will
incorporate the joint resources of Estrella Mountain Community
College, Agua Fria High School District, and Luke Air Force Base. - -
Components of the itchf field plan include, but are not limited to,
the following.*
Methods to Increase Effectiveness and Academic Achievement
- Development of desired competency levels for various grade
levels as well as specific instructional methods, curriculum
modifications, and evaluation procedures to ensure attainment of
such goals.
- Utilization of EMCC and AFHSD teaching resources and
facilities on a weekly basis.
- Development of a mobile science and technology laboratory.
- Creation of an interactive satellite television network as
well as a parallel computer link- up for media and classroon
Methods to Meet Unique Student Needs
- Provision of a wider range of senices to gifted and talented
students through the use of community college facilities and the
Sci- Tec Lab.
- Implementation of after- school, Saturday, and extended- day
- Provision of positive role models for minority and other
students through the Local Speakers' Bureau.
- Development of a plan that encourages and facilitates the
exchange of ideas and teaching techniques between all staff
- Sharing of facilities and joint teaching permits teachers to
directly obsenre other teaching methods.
- Cooperation among all teachers in coordinating and
implementing applied science and mathematics curricula.
Methods to Increase Parental Participation
- Parental participation in designing, implementing,
monitoring, and evaluating the restructuring program including the
establishment of competency standards.
- Opportunity for direct parental participation in school
activities through after- school programs such as the ~ c i - ~ eLcab .
Methods to Im~ rove the School Environment
- Utilization of an Information Resource Center, the Speakers'
Bureau, field trips, and other non- traditional learning tools t~
provide a desirable learning environment for all students.
* Some items may be applicable to more than one category.
School Rertructurlng Pilot Pro( od
FY I991/ 92 R~ rpprovaIln formrtlan
OirrcUenr: 4 d yaw mopprod pmeerr tbr FV 1991192 hr Wlarnng Infomadon b baing mpuarrad by brr Joint Lagislrtfvr
Cornmine. on S U M RoabucWAng IneonUvr8. Claare we & a talltmfng lorn to pnprn 8 bn'd rwnmsry d program actrvrur*
( uaa ' bullal* to ammuit* yew rc& iUw), T% r Commlmr ia awvm d) U IIUldhg w u not m o d @ no/ Spdnq 1991, 80 da not
cmcunmd # rwv r c Mw~ ar* In/ t/ akd durlng mat 8mo. P l a u , nrvm ona copy d lhlr bm 8y no irw BY, 4eaiW~ W=
S i c c h f i e l d School ' I L i t c h f i e l d Elementary S c h o o l 3 i s c . ;:'?
5 5 3 Plaza Circle, S u i t e A
A) N8ma of School L School Olcllrld L i t c h f i e l d Park, AZ 8 5 3 4 0 -
8) Grant Amount RaceNed during fY 1990/ 91 f 3 0 .0 Q 0
C) Approximate Otto fund* Reortvad Outing Sptlng 19QI J an ua r v 1 9 9 1
I 0) ' 8ullW Udlnq d Koy Grant Acttvttlai Inttlrted Ourtng Sprlng( 3ummer 1991
* January 1991 - Intam Input Speculation Committee tour and evaluation of
& a facilities of SccltWc School Distrin
nFetnwy 1991 - Interim In t Speculariw Ccnnmitt~ ta~ u and evaluation
of media Pa" c iliues of Meja School Disoict
* February 1991 - Infoxmation evchg meeting a, bring business, high
schooi and parents up to date-
* Febiuary/ March 1991 - meeting with Science consultant ngadbg the
ssiblb n d s of Litchfield Elementary f u m
RicncatCho1qy center.
* March 1991 - Inmim Input Speculadon cornrniw formulation of job
& Scripam for SciulfJ Tcchnoilogy Advisor.
* April 1991- Position a & d d in local d educanonal papa.
* April 1991 - Tcchoal / d mcw accLion dcmorwmtion for Interim
~ npuTt p seulalioaC~# a.
* May 1991- Hiring of Science/ Technolo AMwr ( PriJdllr Lundbcrg). * May 1991 - Visit to Science Center with % Mesa SchdD istrict with tour
of fadlides with JOAMO Wolfe.
* May 1991 - Plan, aganize, ad now t& en ofIn& ce Science
Academy Activides fm the week of June 10.13th.
* June 4,1991 F dlnpu t Spcfufation Cornmi- W u c t da nd sub-c
~ ~ ~ f dfoft dsh g hth e process of evaluation
and interest surveys. ( 7 c d n e c s formtd) Ref.
AppendixA & Be
* Jwe 10 rhrough June 13, 1991 - 24 reachen and tht Science / Technology
Advisa parridpaad in Science Acadcm Activities undn
School Msoict,
the dinction of John Wolf* Science br dinaear, Mesa
* August 12,1991 - Purchase of yuir r. software, and Scicncc Kits
. August 15,1991 - organintion o S OBE Ccdacei
( Scicaa/ recknology Rtsaucnaing - on
Benefitting Education)
* SepPtmber 1991 - Organization of Compura L. b/ Scie~: cL ab
* Scpocmba 1991 - Invrvica uaining for coquts uvga - on- going.
* Installation of satellite and video network - ' Create a student centered envhnment in a ScicncJTefhnology resource
I cater with emphasis on Hi- Tech and High Touch objects
and collections,
* Inservice support for bch science resource center and technology lab.
. Creation md suppcn from community for science units of study tailored for I the environment and communiry at Litchfieid Park ( i. c
Aviation, agriculture, environment, desert).
. Establish a Speakers Bureau and Field Trip Resource information
I all ection.
I Problrmr/ Eanlern to 8 9uccrutul Program
* Limited nsources outside of grant dollan.
* Resisunce to change
1. Plrur fu and mall your tomplded repod to: KeII drmch, Arlzonr Houre ot Reptetanirtlvar, I 1700 W. Wadtlngton, Phoenlr, A2 91003; F u # 842.481 1,
The Mountain View High School program seeks to implement an
integrated educational delivery system with the goal of increasing
the ability of students to transfer and retain skills learned in
the classroom beyond the school environment into practical
situations. The input of parents and staff were actively solicited
and incorporated in devising a restructuring plan which includes,
but is not limited to, the following components.*
Methods to Increase Effectiveness and Academic Achievement
- Development of methods to assist students in synthesizing
information and concepts from a variety of subject areas into a
practical knowledge base.
- Increased utilization of - diagnostic, state, district, and
college- entrance standardized tests to identify areas in need of
- Instruction in problem solving skills and . emphasis on
applying knowledge learned in one subject area to problems in other
subject areas.
- Establishment of a basic skills support lab and lower
student- teacher ratios to assist students with skill deficits.
- Effective utilization of computer and other technology to
expedite, facilitate, and expand student learning.
Methods to Meet Uniaue Student Needs
- Provision of a specialist to assist remedial students in
achieving their full potential.
- Development of four- year programs with increased
opportunities for summer and other special services for students
in need of additional instruction or credit.
- Offering enrichment opportunities such as internships,
advanced courses, and early graduation for gifted students.
- Increasing peer tutoring and offering student inservices on
pertinent issues.
Methods to Immrove Teacher Professionalism and Coo~ eration
- Offering a variety of professional development opportunities
in areas such as cognitive learning strategies.
- Requesting the input and opinions of all teachers in
utilizing the principles of an effective partnership for decision-making.
- Utilization of core coordinators ( teachers) in the design and
implementation of an integrated curriculum.
- Promotion of a collegial spirit among all ~ taff~ members.
Methods to Increase Parental Partici~ ation
- Establishment of an eight- member Parent Advisory Council
representative of a variety of students.
- sponsoring of a parent newsletter to provide information on
school- related issues to all parents.
- Recognition of parental input in implementing the
restructuring program.
- Initiation of a " Parentsf Back to School Days" and other
activities to familiarize parents with teachers and involve them
in the educational process.
- Implementing a weekly student progress report to be provided
to parents.
Methods to Improve School Environment
- Creation of a cooperative spirit among students, teachers,
and parents.
- Increased utilization of parent volunteers as classroom
assistants and extracurricular activity advisors.
* Some items may be applicable to more than one category.
School Restructuring Pilot Project
FY 199 1 / 92 Reapproval Information
A) Name of School & School District
Mountain View High School
Marana Unified School Dismct
B) Grant Amount Received during FY 1990/ 91
C) Approximate Date Funds Received during Spring 1991
January, 1991
D) " Bullet" Listing of Key Grant Activities Initiated during Spring/ Summer 1991
The principal and administrators hired four core coordinators from the English.
science, social sciences, and math departments to plan the resuuchlring efforts.
The principal and administrators hired a coordinator to create a Basic Skills Lab.
The lab was furnished and software was purchased.
The principal purchased seven computers for department use in implementing
restructuring plans.
Core coordinators
began networking with schools around. the country to gather information on
restructuring efforts.
and the principal attended a curriculum integration workshop in Mesa sponsored
by the Arizona Dept. of Education.
and the principal visited three member schools of the Coalition of Essential
Schoois in New York.
spent one week during the summer planning the implementation of the
restructuring grant and learning how to use the computer.
and the principal identified a " Renaissance* student as the desired outcome of
four years at Mountain View High School.
developed guiding principles and an action plan that details a three- strand
approach to restructuring and producing " Renaissance " students. ( See attached
copy of guiding principles.)
worked with the Melody S. Robidoux Foundauon to heip design resh- uctunng
marketing tools.
designed and purchased a banner to announce our Renaissance efforts.
purchased resources concerning restructuring.
met with department chairs for input.
attended a grant- writing workshop and researched poss~ ble funding sources.
E) ' Bullet" Listing of Key Grant Activities Planned for FY 1991/ 92
Basic Skills Lab Coordinator instructed all faculty on the services provided by
the lab and were given a listing of available software. The lab is being actively
Renaissance banner was introduced at a school- wide assembly and hung at the
school entrance.
Core coordinators
shared Renaissance theme with faculty and student body at faculty meetings.
department chair meetings, and school- wide assembly.
are collecting information regarding course topics to facilitate thematic
are soliciting faculty input on weekly progress reports and school change.
are planning a Chautauqua series of enrichment events presented by members of
the community.
are working with students in the marketing class to develop brochures.
are working with students in the art classes to produce posters.
are working with Student Council members to produce an informational video.
are working with students on the school newspaper staff to inform students abut
our restructuring efforts.
a will be conducting a district- wide inservice on restructuring.
are planning to implement an integrated approach to teaching British literature.
will attend a national restructuring conference in Atlanta in November.
will visit South Mountain High School and Amphtheater High School to
investigate their scheduling plans.
are soliciting members for a Parent Advisory Council through the Parent
Resource Organization newsletter.
are planning to solicit parent input for the Chautauqua through the Parent
Resource Organization.
are planning a Renaissance festival in the spring to showcase student project.,
emphasizing an integrated approach.
are developing an integrated American LiteratureIAmerican History class for
next school year.
are continuing to expand networking with stationery designed for this purpose.
are pursuing information on the America 2000 grant program and other grant
are exploring alternative scheduling options.
are furnishing a professional conference room.
F) Problems/ Barriers to a Successful Program
Some teachers are resistant to change.
Core coordinators are experiencing some frustration with the slow pace of
Core coordinators frnd USFR and school district guidelines for expending the
grant moneys cumbersome and inhibiting.
Core coordinators are having difficulty focusing on many small parts of a large
The Palmcroft Elementary program seeks to create a more productive
learning environment in which student achievement and attitude will
improve by implementing a year- round, multi- track school year.
Components of the Palmcroft plan include, but are not limited to,
the following. *
Methods to Increase Effectiveness and Academic Achievement
- Implementation of a year- round school calendar in order to
eliminate summer learning loss, reduce time spent on review, and
most efficiently utilize available school facilities and resources.
- Establishment of intersessions during which all students nay
continue learning through remediation and enrichment activities.
- utilization of teacher- designed p. re/ post diagnostic tests in
order to more accurately assess student needs and progress.
- Promotion of academic competition through activities such as
Academic Bowls..
Methods to Meet Unicnre Student Needs
- Initiation of before and afterschool programs with structured
academic activities to provide additional learning opportunities
and a positive environment for latch key, at- risk, and other needy
- Continuation of kindergarten academic screening programs to
ensure the timely recognition of individual student needs.
Methods to Im~ rove Teacher Professionalism and Coo~ eration
- institution of site- based management teams based upon teacher
- creation of grade- level teaching strategies to facilitate the
sharing of information, materials, and resources.
- Initiation of individual track staff meetings to encourage
interaction and the creation of a track teaming procedure to design
a consistent academic and disciplinary and policies.
- Provision of opportunities for teachers to increase annual
Methods to Increase Parental Partici~ ation
- Expansion of the Parent- Teacher Organization Newsletter t~
include separate issues for each track and keep parents advised of
school- related issues and future events.
- Establishment of a standing parent advisory committee to
provide parental input in implementing and revising, where
necessary, the year- round restructuring program.
- Providing parents with weekly academic progress reports.
- Initiation of an electronic mailbox answering machine ta
provide homework and other student information.
Methods to Imorove the School Environment
- Implementation of the Drug Awareness Resistance Education
( DARE) program.
- Utilization of programs to reduce vandalism and provide a
secure learning environment.
School Restruduring Pllot Projed
M 1991/ 92 Reapproval information
Oimtions: & pad d your reapprowl procaw for FY 1991/ 92, the follomng ~ nlomaaonIS krng raquestsd by the Jcmt Legrslaove
Comml( h. on school Rssbuchurng Incwtks. P! sue use the fdlomng fonn to prepam a bnet summuy of your pmgmn acovtbes
( use ' bullets' to summanto your acMss). The CommrRee IS amm that funding wu not r s c M unbl Spnng 1991, so do not Y concomed if few 8cdwUos ware inrtiatd durn M dme. PIwe rebrm o m copy of this fonn by no lam thpnSIpiwnbrr 36, f Q97.
Palmcroft School, Yuma'School District One
6) Grant Amount Rocabed during FY 1990/ 91 nfl
C) Approxlmde Date Furtds Rec8tved During Spring 1991 received. in MU . . ation payments
last spring
0) ' 8ullW Ustlng of Koy Grrnt Acthrltles Inltlded During Spring/ Sumrner 1991
* Sent administrators, teachers and parents to the National Association of
Year- round Eaucatio
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