Final report 1991: Joint Legislative Committee on School Restructuring Incentives.

              1991 FINAL REPORT ------------- - m e - - - - - - - - - -

JOINT LEGISLATIVE COMMITTEE ON

S.. C.. H.. O.. O.. L.. .. R.. E.. ST.. R.. U.. C.. T.. U.. R.. I.. N.. G.. . I. N.. C.. E.. N.. T IVES

Presented to:

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

Representative Jane Dee Hull, Speaker of the House

Senator Peter Rios, President of the Senate

December, 1991

JOINT LEGISICATIVE GOMWnITEE ON

SCHOOL RESTRUCX'URING INCENTIVES

1991 FINAL REPORT

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.

SELECTED SCHOOLS

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.

TUSD

Alhambra El.

ARIZONA HOUSE OF REPRESENTATIVES

TO : School Restructuring Pilot Program Directors

FROM: Representative Bev Hermon

DATE: September 16, 1991

RE: FY 1991192 REAPPROVAL

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.

MINUTES OF

JOINT LEGISLATIVE COMMITTEE

ON SCHOOL RESTRUCTURING INCENTIVES

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

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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.

JOINT LEGISLATIVE COMMITTEE ON

SCHOOL RESTRUCTURING INCENTIVES

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

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JOINT LEGISLATIVE COMMITTEE ON

SCHOOL RESTRUCTURING INCENTIVES

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

Superintendent

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

JOINT LEGISLATIVE COMMITTEE ON

SCHOOL RESTRUCTURING INCENTIVES

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

school.

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

concepts.

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

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JOINT LEGISLATIVE COMMITTEE ON

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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.

JOINT LEGISLATIVE COMMITTEE ON

SCHOOL RESTRUCTURING INCENTIVES

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

JOINT LEGISLATIVE COMMITTEE ON

SCHOOL RESTRUCTURING INCENTIVES

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.

JOINT LEGISLATIVE COMMITTEE ON

SCHOOL RESTRUCTURING INCENTIVES

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.

Evaluation

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

decisions.

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

prepared.

2. Brief " issue papers" ( 2- 4 pages) will be developed on trends and practices in school

restructuring,

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

IV.

v.

VI.

VII.

AGENDA

JOINT LEGISLATIVE COMMllTEE ON RESTRUCTURING INCENTIVES

OCTOBER 8, 1991 AT 9: 30 A. M.

HOUSE HEARING ROOM 3

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

THE COMMITTEE SHALL CONSIST OF THE FOLLOWING MEMBERS:

HOUSE MEMBERS

Rep. Hermon

Rep. Graham

Rep. Pickens

Co- Chairs

SENATE MEMBERS

Senator Alston

Senator Furman

Senator Patterson

APPOINTEES:

Annie Weismann: One member who is a principal of a school

Marilvn Wilson: One member who represents either a public school or school

district

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

board

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

SCHOOL RESTRUCTURING PROGRAM

A. DD. R... E SSES, TELEPHONE NUMBERS, CONTACT PERSONS

1) C. J. JORGENSEN ELEMENTARY SCHOOL

1701 W. ROESER ROAD

PHOENIX, AZ 85041

243- 4904

CONTACT: RANDALL BLECHA, PRINCIPAL

2) CARMlNATl ELEMENTARY SCHOOL

4001 MCALLISTER AVENUE

TEMPE, AZ 85282

784- 1 21 6

CONTACT: DR. NANCY HAUGEN, PRINCIPAL

3) DEL RIO ELEMENTARY

P. O. BOX 225

CHINO VALLEY, AZ 86323

636- 441 4

CONTACT: NANCY HELM, PRINCIPAL

4) GILBERT ELEMENTARY

140 S. GILBERT ROAD

GILBERT, AZ 85234

892- 0545

CONTACT: LEONA SHREVE, ASST. SUPERINTENDENT

5) GLENDALE HIGH SCHOOL

6216 W. GLENDALE AVENUE

435- 6200

GLENDALE, AZ 85301

CONTACT: VERNON E. JACOBS, PRINCIPAL

6) KYRENE DEL SURENO ELEMENTARY SCHOOL

8700 S. KYRENE RD

TEMPE, AZ 85284

496- 4820

CONTACT: BRUCE BAKER, PRINCIPAL

7) LAGUNA ELEMENTARY

1556 W. PRINCE RD

TUCSON, AZ 85705

887- 1 100

CONTACT: DEBBIE SCHREINER, PRINCIPAL

SCHOOL RESTRUCTURING PROGRAM

ADDRESSES, TELEPHONE NUMBERS, CONTACT PERSONS OaVTMB)

LlTCHFlELD ELEMENTARY SCHOOL

553 PLAZA CIRCLE, SUITE A

LlTCHFlELD PARK, AZ 85340

257- 3004

CONTACT: PRISCILLA LUNDBERG

MOUNTAIN VIEW HlGH SCHOOL

3901 W. LINDA VISTA

TUCSON, AZ 85741

744- 0961, FAX: 791 - 2767

CONTACT: LYNN EDWARDS, PRINCIPAL

PALMCROFT ELEMENTARY SCHOOL

901 PALMCROFT DRIVE

YUMA, AZ 85364

344- 21 1 3

CONTACT: JON P. DAUGHERTY, PRINCIPAL

PAPAGO ELEMENTARY SCHOOL

2702 E. FLOWER STREET

PHOENIX, AZ 8501 6

381 - 6000

CONTACT: PAMELA BURKHARDT

RANCHO VlEJO ELEMENTARY SCHOOL

930 AVENUE C

YUMA, AZ 85364

783- 4500

CONTACT: DAN BRANIN, PRINCIPAL

SAFFORD HlGH SCHOOL

SAFFORD, AZ 85546

428- 2950

CONTACT: JOHN BONEFAS, PRINCIPAL

UNIVERSITY HlGH SCHOOL

422 N. ARCADIA AVENUE

TUCSON, AZ 8571 1- 8598

745- 4769

CONTACT: OSCAR MORALES, PRINCIPAL; JACK NOLAN

WESTWOOD PRlhrlARY

2225 W. PIERSON

PHOENIX, AZ 85015

246- 5030

CONTACT: MARTHA BRALY

1.

II.

111.

IV.

v;

VI.

VII.

AGENDA

JOINT LEGISLATIVE COMMllTEE ON RESTRUCTURING INCENTIVES

OCTOBER 8, 1991 AT 9: 30 A. M.

HOUSE HEARING ROOM 3

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:

HOUSE MEMBERS

Rep. Hermon

Rep. Graham

Rep. Pickens

Co- Chairs

SENATE MEMBERS

Senator Alston

Senator Furman

. Senator Patterson

APPOINTEES:

Annie Weismann: One member who is a principal of a school

Marilvn Wilson: One member who represents either a public school or school

district

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

board

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

SCHOOL RESTRUCTURING PROGRAM

ADDRESSES, TELEPHONE NUMBERS, CONTACT PERSONS

1) C. J. JORGENSEN ELEMENTARY SCHOOL

1701 W. ROESER ROAD

PHOENIX, AZ 85041

243- 4904

CONTACT: RANDALL BLECHA, PRINCIPAL

2) CARMlNATl ELEMENTARY SCHOOL

4001 MCALLJSTER AVENUE

TEMPE, AZ 85282

784- 1 21 6

CONTACT: DR. NANCY HAUGEN, PRINCIPAL

3) DEL RIO ELEMENTARY

P. O. BOX 225

CHINO VALLEY, AZ 86323

636- 441 4

CONTACT: NANCY HELM, PRINCIPAL

4) GILBERT ELEMENTARY

140 S. GILBERT ROAD

GILBERT, AZ 85234

892- 0545

CONTACT: LEONA SWREVE, ASST. SUPERINTENDENT

5) GLENDALE HIGH SCHOOL

6216 W. GLENDALE AVENUE

435- 6200

GLENDALE, AZ 85301

CONTACT: VERNON E. JACOBS, PRINCIPAL

6) KYRENE DEL SURENO ELEMENTARY SCHOOL

8700 S. KYRENE RD

TEMPE, AZ 85284

496- 4820

CONTACT: BRUCE BAKER, PRINCIPAL

7) LAGUNA ELEMENTARY

1556 W. PRINCE RD

TUCSON, AZ 85705

887- 1 1 00

CONTACT: DEBBIE SCHREINER, PRINCIPAL

SCHOOL RESTRUCTURING PROGFTAM

ADDRESSES, TELEPHONE NUMBERS, CONTACT PERSONS

LITCHFIELD ELEMENTARY SCHOOL

553 PLAZA CIRCLE, SUITE A

LlTCHFlELD PARK, AZ 85340

257- 3004

CONTACT: PRISCILLA LUNDBERG

MOUNTAIN VIEW HIGH SCHOOL

3901 W. LINDA VISTA

TUCSON, AZ 85741

744- 0961, FAX: 791 - 2767

CONTACT: LYNN EDWARDS, PRINCIPAL

PALMCROFT ELEMENTARY SCHOOL

901 PALMCROFT DRIVE

YUMA, AZ 85364

344- 21 1 3

CONTACT: JON P. DAUGHERTY, PRINCIPAL

PAPAGO ELEMENTARY SCHOOL

2702 E. FLOWER STREET

PHOENIX, AZ 8501 6

381 - 6000

CONTACT: PAMELA BURKHARDT

RANCHO VlEJO ELEMENTARY SCHOOL .

930 AVENUE C

YUMA, AZ 85364

783- 4500

CONTACT: DAN BRANIN, PRINCIPAL

SAFFORD HlGH SCHOOL

SAFFORD, AZ 85546

428- 2950

CONTACT: JOHN BONEFAS, PRINCIPAL

UNIVERSITY HlGH SCHOOL

422 N. ARCADIA AVENUE

TUCSON, AZ 8571 1- 8598

745- 4769

CONTACT: OSCAR MORALES, PRINCIPAL; JACK NOLAN

WESTWOOD PRIMARY

2225 W. PIERSON

PHOENIX, AZ 85015

246- 5030

CONTACT: MARTHA BRALY

State of Arizona

Senate

Thirty- nlnth Legislature

Second Regular Session

1990

Conference EngtOSSed

ISSUED BY

J- I-- M - SHUMWAY

SEO€ TARY OF STATE

CHAPTER 357

SENATE BILL 1552

AN ACT

RELATING TO EDUCATION; ESTABLISHING THE JOINT LEGISLATIVE COHHITTEE OH

SCHOOL RESTRUCTURING INCENTIVES; PRESCRIBING COMMITTEE HEHBERSHIP, STAFF,

COMPENSATION AN0 DUTIES; PRESCRIBING REQUIREMENTS FOR SCHOOLS TO

PARTICIPATE IN THE SCHOOL RESTRUCTURING INCENTIVES PROGRAM; PRESCRIBING

AUTHORIZED EXPENOITURES FROM SCHOOL RESTRUCTURING INCENTIVES PROGRAM

MONIES; ALLOWING PARTICIPATING SCHOOLS TO INCREASE REVENUE CONTROL LIMITS;

PROVIDING FOR AN EVALUATION OF THE SCHOOL RESTRUCTURING I NCENTI YES

PROGRAM; PRESCRIBING TECHNICAL ASSISTANCE TO SCHOOLS NOT IN COMPLIANCE ;

PRESCRIBING DELAYED REPEAL, AN0 MAKING AN APPROPRIATION.

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

representatives.

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

senate.

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

Statutes.

Sec. 2. School restructurina incentives proqram ~ rooosal;

reauirements

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

following:

( 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

program.

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.

I

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.

S. B.

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

Improvements.

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

plan.

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

program.

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.

PROGRAM SUMMARY

C. J. JORGENSEN ELEMENTARY SCHOOL

SCHOOL RESTRUCTURING INCENTIVES

PILOT PROGRAM

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

planning.

- 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

students.

- 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

the

- 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

skills.

- Design and

program to serve

implementation

all students.

comprehensive substance

* Some items may be applicable to more than one category.

abuse

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.

PROGRAM SUMMARY

CARMINATI ELEMENTARY SCHOOL

SCHOOL RESTRUCTURING INCENTIVES

PILOT PROGRAM

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

assemblies.

* 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

( B)

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.

PROGRAM SUMMARY

DEL RIO ELEMENTARY

SCHOOL RESTRUCTURING INCENTIVES

PILOT PROGRAM

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

needs.

- Development of an on- campus television station with satellite

capabilities to provide a variety of educational programming to all

classrooms.

- 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

learning.

* 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.

PROGRAM SUMMARY

GILBERT ELEMENTARY SCHOOL

SCHOOL RESTRUCTURING INCENTIVES

PILOT PROGRAM

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

principal.

Methods to ImDrove the School Environment

- Utilizing an " Artist in ResidenceH to instruct students in

conflict resolution via creative expression such as drama and

dance.

- 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 .

setting.

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

section.

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

primary.

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.

PROGRAM SUMMARY

GLENDALE HIGH SCHOOL

SCHOOL RESTRUCTURING INCENTIVES

PILOT PROGRAM

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

following.*

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

challenging.

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.

PROGRAM SUMMARY

RYRENE DEL SURENO ELEMENTARY

SCHOOL RESTRUCTURING INCENTIVES

PILOT PROGRAM

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

following.*

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

a

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

volunteers

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

opportunities

Peer coaching opportunities to increase effective teaching

strategies

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

communication

~ i m ean d energy spent in startup and closing of school such as

orientation to new class, asarssment of needs, expectations,

routines

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

UGUNA ELEMENTARY S, CHOOL

SCEOOL RESTRUCTURING INCENTIVES

PILOT PROGRAM

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

instruction.

- 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

participants.

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.

PROGRAM SUMMARY

LITCHFIELD ELEMENTARY SCHOOL

SCHOOL RESTRUCTURING INCENTIVES

PILOT PROGRAM

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

production.

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

classes.

- 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

members.

- 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,

PROGRAM' SUMMARY

MOUNTAIN VIEW HIGH SCHOOL

SCHOOL RESTRUCTURING INCENTIVES

PILOT PROGRAM

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

improvement.

- 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

used.

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

integration.

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

programs.

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

change.

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

project.

PROGRAM SUMMARY

PALMCROFT ELEMENTARY SCHOOL

SCHOOL RESTRUCTURING INCENTIVES

PILOT PROGRAM

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

students.

- 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

input.

- 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

compensation.

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