DOCUMENT RESUME

ED 382 171 IR 017 104

AUTHOR McGraw. lames H., IV; Frank, Charlotte K.

TITLE Schools in the Age of Technology: Ideas forInstructional Innovation.

INSTITUTION Business Week, New York, NY.; McGraw-Hill School.Publishing Co., New York, NY.

PUB DATE Apr 95

NOTE 21p.

PUB TYPE Reports Research/Technical (143)

EDRS PRICE MF01/PC01 Plus Postage.

DESCRIPTORS *Academic Achievement; Awards; Case Studies; ComputerAssisted Instruction; *Educational Development;Educational Environment; Educational Equipment;*Educational Technology; Elementary SecondaryEducation; Futures (of Society); Learning ResourcesCenters; Parent Participation; *Program Design;Program Implementation; Staff Development; Student

Projects

ABSTRACTThis document profiles five schools that were

selected as winners of the "Fifth Annual Business Week Awards forInstructional Innovation: Schools in the Age of Technology": Bailey'sElementary School for the Arts and Sciences (Falls Church, Virginia);Hunterdon Central Regional High School (Flemington, New Jersey); JohnMuir Elementary School (Long Beach, California); Mainland High School(Daytona Beach, Florida); and Maxwell Middle School (Tucson,Arizona). Highlights include educational equity; research andpractical knowledge; a multi-disciplinary inquiry approach; staffdevelopment and technology training; program implementation;technology resource centers; computer assisted learning; educationalawards and recognition; educational communities and environments;equipment and classroom descriptions; parental involvement; studentprojects; academic achievement and test scores; partnerships withbusiness; pilot programs; teacher partnerships; and educationaltechnolog, for the future. A list of 10 Honorable Mention schools isprovided with telephone numbers and the names of principals and

superintendents. (AEF)

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CHOOLS IN THE AGE OF I ECHNOLOGY

gClECli /Ott grni-cuetionaf ilnnocTation

Co-developed by:James H. McGraw, IVVice PresidentStrategic ProgramsBusiness Week

Charlotte K. FrankVice PresidentResearch and DevelopmentMcGraw-Hill School Publishing Company

Consisting ofMacmillan/McGraw-Hill School DivisionGlencoe/ McGraw -HillMcGraw-Hill School SystemsSRA/ McGraw-HillCTB/ McGraw -HillLONDON HOUSE

Business Week salutes the following corporations fortheir advertising support in "The Future ofTechnology in Education" (November 15, 1993)which made funding for the Fifth Annual BusinessWeek Awards possible:

ARCOChrysler CorporationCompaq Computer CorporationCorporation for Public BroadcastingEdmark CorporationIBM CorporationMartin Marietta CorporationMcGraw-Hill, Inc.State of IowaTandy CorporationWordPerfect

Members of the National Selection Committee forthe 1994 Business Week Awards:

Piyush Agrawal, Deputy SuperintendentPiscataway Public Schoolsrepresenting National School Boards

Association (NSBA)

Joseph Eaione, DirectorOffice of Instructional TechnologyN.Y.C. Board of Education

Vicki Hancock, Assistant DirectorEducation & Technology Resource CenterAssociation of Supervision and Curriculum

Development (ASCD)

Nancy Lockwood, Vice PresidentMultimedia & TechnologyMacmillan/ McGraw -Hill School Division

Peter Rooney, Division DirectorInstructional Planning & Technology ServicesWestern Suffolk, BOCESrepresenting American Association for School

Administrators (AASA)

Mark Root, Technology & Systems SpecialistCouncil of the Great City Schools (CGCS)

CHOOLS IN THE AGE OF TECHNOLOGY Technology is now an integral part of

all of our lives both at home, and, increasingly, at work. So it makes sense, as we think

about preparing today's students for the workplace of the twenty-first century, to teach them

about technology.

We at Business Week and McGraw-Hill School Publishing Company feel that it is more

Phan appropriate to applaud and recognize those schools that are striving to become Schools in the

Age of Technology. We have selected five outstanding schools as winners of the Fifth Annual

Business Week Awards for Instructional Innovation: Schools in the Age of-Technology.

A School in the Age of Technology is a place where students are excited by the possibilities

that learning with technology provides. It's a place where students engage in problem solving, crit-

ical thinking, and exploration.,It's also a place where teachers, students, parents, businesses, and

the community can form learning partnerships.

These five schools are already sharing their innovations with the local and national communities.

It is our hope that more schools will become inspired by their ongoing work, for these Schools in

the Age of Technology are creating new standards of excellence and enthusiasm.

Please call these schools' principals and superintendents for more information and strategies.

They are eager to share what they have learned, and as their excellence is passed on, we as a com-

munity will benefit.

Peter anovichPresi t & CEOMcGraw-Hill School

Publishing Company

Gene R. CarterExecutive DirectorAssociation for Supervision and

Curriculum Development (ASCD)

1

David G. FermPublisherBusiness Week

4-I I

Michael CasserlyExecutive DirectorCouncil of the Great City

Schools (CGCS)

Paul D. HoustonExecutive DirectorAmerican Association ofSchool Administrators (AASA)

drelat,00::3r,Thomas ShannonExecutive DirectorNational School Boards

Association (NSBA)

6

ONTENTS

BAILEY'S ELEMENTARY SCHOOL FOR THE ARTS & SCIENCES 2Falls Church, VirginiaCarol Franz, PrincipalPaula A. Johnson, Ph.D., Area II SuperintendentRobert R. Spillane, Ph.D., Superintendent

At Bailey's, students, staff, and community

work together to achieve success.

HUNTERDON CENTRAL REGIONAL HIGH SCHOOLFlemington, New JerseyJudy Gray, Ed.D., Director of Academyfor Continual DevelopmentRaymond P. Farley, Superintendent

In recognition of Hunterdon Central's excellence

in instructional technology, Governor Christine

Todd Whitman presented the school with the first

New Jersey Star School Award.

JOHN MUIR ELEMENTARY SCHOOLong Beach, CaliforniaE. Sue Lagerborg, PrincipalCarl Cohn, Ph.D., Superintendent

1993 Federal Magnet Assistance

Grant helped bring John Muir into

the age of technology.

7

MAINLAND HIGH SCHOOL ....Daytona Beach, FloridaTimothy J. Huth, PrincipalJoan P. Kowal, Superintendent

technology touches on every aspect

ofa student's life.

Tucson, ArizonaDon W. Collier, PrincipalGeorge Garcia, Ed.D., Superintendent

At Maxwell Middle School, success

is measured on both a professional and

personal level.

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echnology has great appeal for students. Withgood reason: At a child's fingertips lies the ability to createwhat seems almost magical. For students who are ham-pered by a lack of familiarity with English, the sense ofempowerment that technology can provide is breathtaking.

EDUCATIONAL EQUITY

At Bailey's Elementary School in Fairfax County,Virginia, the number of students whose primary languagewas something other than English had risen to over 90%by 1990. Pushed beyond frustration by their children's lackof exposure to the English language in the school setting,the PTA called a meeting of all parents and providedtranslators. The results: Parents wanted more Englishspeakers in the classroom so that newcomers could morequickly absorb and learn the language.

In March 1991, the Fairfax Counts' School Board votedto designate the school a magnet school thus guarantee-ing increased interest in the school from English-speakingparents and students.

USING RESEARCH

AND PRACTICAL KNOWLEDGEIt's a big step from conception to execution. How was

the school going to both att: act and hold English speakers,and provide the educational equity that Bailey's parentsdemanded? A planning committee of teachers, parents,administrators, education specialists, technology resourcespecialists, university and Smithsonian Institution repre-sentatives worked for over a Year to solve the problem.

What they came up with was a synthesis of researchand practical knowledge. In Making Connections: Teaching

2

and the Human Brain, Renate Caine cites brain research thatverifies that the best learning takes place when studentsmake connections between their own experiences andwhat is being learned. In 'addition, committee memberswere sensitive to the fact that technology is playing anever-increasing role in the workplace. They concluded thatthe potential of technology for students is almost limitless.

A MULTI-DISCIPLINARY INQUIRY APPROACHThus, Bailey's Elementary School developed and adopt-

ed a multi-disciplinary inquiry approach, with subjectareas interrelated through a "conceptual unit" method ofinstruction. Technology would play a key roleas a toolstudents could use to acquire information, and as an extra-ordinarily rich means by which students could present theinformation they had acquired.

How does this translate into a student's day-to-day life?Meet Diana, a fifth grader. Her day begins in the com-

munications lab as a newswriter for Bailey's News, whichis broadcast at 8:50 every morning to all classrooms. Oncethe news is written, it is filmed with background soundand reported by students.

Diana then goes to her classroom, where she is study-ing ancient Egypt. Together with several other students,she goes to the library and researches the Egyptian use ofherbs, using Grolier's Encyclopedia on CD-ROM. Thegroup then moves to the science lab and conducts experi-ments with a witch hazel plant to create an astringent.

Next, Diana goes to videota.pe the rehearsal of the stu-dent-scripted play on the discovery of King Tut's tomb. Inmusic, she plays with a group using Orff instruments asbackground for the play. After language arts in the class-

9

room, Diana goes to the technology resource center to edither article on Egyptian herbs to submit to the student edi-tor, who finds a place for it in the class newspaper.

A COMMITTED STAFFAt the heart of Bailey's program is a strong, committed,

and well-educated staff. In addition to a week of technolo-gy training the first and second years for eight, then sevenmore teacIrms, all staff had two weeks of staff develop-ment in the summers of 1992, 1993, and 1994. Also, ongo-ing technology training sessions (mini-macs') are offeredtwice a week in the technology resource center.

Technology training is available for volunteers andminority parent groups. Bailey's has both an Hispanic par-ent liaison and a Cambodian parent liaison in an effort tokeep track of the assimilation needs of the two communi-ties in the school and to garner parental support for theschool's activities.

PUTTING THE PROGRAM IN PLACEBailey's magnet program was put in place over the

course of three years. Phase 1 included a technologyresource center, located next to the library to facilitateresearch, staffed by a resource teacher and an instructionalassistant. The center is equipped with Mac work stations,scanners, ImageWriter and laser printers, CD-ROMs andlaser disc players, VCRs and modems. In addition, a sci-ence discovery lab staffed by a science resource teacherwas a part of Phase I. The lab is also equipped with micro-scopes, probe ware, Lego Technik sets, a ripple tank, astream table, a grow lab, and interactive science software.

Phase 11 added a performing arts theater, as well as afull-time performing arts teacher who works with allgrade levels.

Phase III introduced communications. A half -timeresource teacher teaches students video/sound and edit-ing skills, enabling students to fully exploit technology'sunique possibilities for displaying acquired information.

For More Information:Carol Franz, PrincipalSusan Grandgeorge, Magnet Program LiaisonMary Bennett, Technology Resource TeacherPat Orend, Science Resource TeacherDiana Martin, Communications Resource TeacherCarmen Boatwright-Bacon, Performing Arts

Resource TeacherBailey's Elementary School for the Arts & SciencesA Center for Research & Technology6111 Knollwood DriveFalls Church, Virginia 22041Telephone: (703) 820-1863Fax: (703) 671-8172Area II Superintendent: Paula A. Johnson, Ph.D.Superintendent: Robert R. Spillane, Ph.D.

t the heart of Bailey's

program is a strong,committed, andwell-educated staff.

3

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t Hunterdon Central Regional High School inFlemington, New Jersey, the decision to commit energyand resources to technology was an easy one to make.When the staff formulated a plan that would revolutionizethe school, their thinking was founded on one powerfulidea: The students at Hunterdon had to come away fromtheir high school experience as citizens of the twenty-firstcentury, ready to face the future.

The Board of Education and the community fully sup-ported the proposal.

MOVING TOWARDSTHE TWENTY-FIRST CENTURY

Over the course of four years, carefully reallocated capi-tal and surplus monies to the tune of $3.7 million trans-formed the campus. The Communications Building wasfinished in 1992, complete with a radio station and a cablestation allowing students to broadcast on a daily basis.The eight existing buildings at Hunterdon were retrofit-ted, and now house, among other things, an instructionalmedia center with a 35 CD-ROM tower accessible to everyclassroom, and four prototype classrooms in physics,applied technology, biochemistry, and fine arts.

In addition, every classroom at Hunterdon now has avideo receiver, a computer, and a telephone.

THE FACULTY IS AN INTEGRAL PARTAs Hunterdon Central has moved forward, the staff's

committment has increased. With that committment hascome the realization that all staff members must be fullytrained if technology is to succeed as an integral part ofthe school. Consequently, Hunterdon provides ongoing

4

staff development programs through subject-specificdepartments and school-wide training programs.

In order to further support teachers at Hunterdon, theHunterdon Central Academy for Continual Developmentwas created. Through the Central Academy, teachers areawarded continuing education units for courses and work-shops, which are offered at the school immediately follow-ing the teachers' work day, on weekends, and duringschool breaks.

COMPUTERS SUPPORT LEARNINGWhat about the students for whom all this technology

has been put in place?Their enthusiasm is evident. An ongoing report done by

the Educational Testing Service of Princeton, New Jersey,indicated that, after the first year, students at Hunterdonfind using computers motivational and that they preferlearning when computers support that learning.

One of the goals at Hunterdon has been to make theschool resources available to students twenty-four hours aday, and it has achieved that goal. With a computer, a tele-phone, and a modem at home, any student can accessschool materials on CD-ROM or other library resources, orsimply "chat" with another student. Gone are the days offorgetting homework assignments. Students and teachersare encouraged to make full use of staff voice mail, so thatteachers are also available outside of school hours to assiststudents.

A STAR SCHOOL FOR EXCELLENCEIn 1994, Hunterdon was named New Jersey's first Star

School for excellence in instructional technology and an

/

awareness of the twenty-first century. Factors that helpedHunterdon win the award were standardized test scoresconsistently above the state and national averages, the factthat 87% of graduating classes went on totwo- and four-year colleges, and an annualaverage of five National Merit Scholarshipfinalists.

With the arrival of technology atHunterdon Central comes a continueddesire to find the best possible ways to helpstudents learn. Hunterdon's goal is tomove toward student-directed learning,and, as a result, the school has begunexperimenting with four prototype class-rooms.

Each prototype classroom is approxi-mately 1,800 square feet, which is substan-tially larger than the average classroom.The added space allows students to movefreely, to work in groups, and. to beinvolved in learning. Staff and students canexperiment with lighting, furniturearrangement, ventilation, and colors as wellas computer stations and hardware config-urations. The physics classroom is experi-menting with a system that allows video toappear on each computer screen in the classroom.

ACQUIRING THE TOOLS FOR SUCCESSHunterdon Central has already received national and

international recognition for its innovative work In addi-tion to the New Jersey Star School award, over one hun-dred school districts and businesses have come toHunterdon to see the school in action.

Hunterdon Central takes its mission very seriously Aswe move increasingly towards an age of mandatory com-puter literacy_ , we must give our students the tools theywill need to succeed. At Hunterdon, the twenty-first cen-tury has already arrived, and it has been embraced.

For More InformationJudy Gray, Ed.D., Director of Academy for Continual

DevelopmentRoland Pare, Ed.D., Director of Management

Information SystemsHunterdon Central Regional High School84 Route 31Flemington, New Jersey 08822Telephone: (908) 284-7135Fax: (908) 788-6745Superintendent: Raymond P. Farley

4

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hen a school's students are in danger of just notmaking it, success can only truly come when parents, staff,students, and the community agree that success is the onlyalternative.

This is exactly what happened at John Muir Elementaryin Long Beach, California. The dream was there.MACMuir made it a reality.

SUCCESS Is THE ONLY ALTERNATIVE

For John Muir Elementary, located in an economicallydepressed area, success came from the very core of thecommunity. With more than 97% minority representation,John Muir Elementary is a community school where thechildren don't have to ride a bus to get to school theycan walk. It is a community where homes have seen morethan just one generation in a family grow up and get onwith life. So when such a stable, proud community sets to%vol.-, things get done. -

John Muir Elementary was established in the 1920s,razed by the 1933 earthquake, then rebuilt in its presentlocation. Before 1993, the students at John Muir achievedacademic scores that fell into a state mandated "schoolimprovement" area. So when the school received a FederalMagnet Assistance Grant in the spring of 1993, the tremen-dous energy and enthusiasm of the school's communityguaranteed that the school would embrace success.

When parents in the Long Beach Unified School Districtwere surveyed about what the focus of the Magnet pro-gram should be, MACMuir (Media AssistedCommunications at Muir) was the result.

TECHNOLOGY As THE LINCHPINMACMuir is a communications program that embraces

all curricular areas, using technology as he linchpin. With

6

approximately $885,000, the school purchased equipmentfor a computer lab with thirty-six computers, twelve print-ers, a flatbed scanner, a fax modem, and a still video cam-era. Each classroom has three Macintosh computers con-figuied into workstations, as well as a printer, and wallmounted television and VCR station.

There is also a three-camera television studio equippedwith a video editing system, control booth, and state-of-the-art special effects computer, "The Video Toaster." Inaddition, the school was rewired for closed-circuit televi-sion and the labs were electrically upgraded. Networkwiring and modem wiring were installed as well.

Realizing that the equipment was not going to runitself, the school also allocated funds for training and in-servicing teachers and parents. This further highlights amajor cause of John Muir's.success: The emphasis by thestaff and community on the competence and understand-ing of the staff and community.

LEARNING TO USE THE TOOLSStaff training began during the summer of 1993. The

school organized technology committees to implement thegrant, set up staff development days, and sent teachers toconferences and technology seminars. Once in place,MACMuir generated such a degree of student enthusiasmthat staff members continue to devote their own free timeto continued trainingand parents get in on the act, too.John Muir offers parent classes that are well - attended, asparents not only begin to understand what MACMuir isoffering their children, but begin to see how technologycan open doors in their own lives as well. With teachers,students, and parents all equally energized, positiveresults were inevitable.

1

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MACMUIR IS PROJECT DRIVENMACMuir is project-driven. Staff and students at Muir

are successfully learning how to apply skills and informa-tion learned in one area to problems encountered in otherareas. Students continually engage in informal peer coun-seling as they put together a variety of projects.

One example of a project made possible by MACMuiris a video report students produced about a new LongBeach mandatory uniform rule. Local television news tooknotice, running the video on two channels and interview-

ing the students involved on three channels.Muir students have also produced videoprojects about Columbus landing in SanSalvador, school rules for new students,and have "interviewed" characters from

-literature.

USING TECHNOLOGY

AT EVERY LEVEL

On a day -to -day level, students use thetechnology at hand to help them with indi-vidual projects. For example: Their third,fourth, and fifth graders produced their owncomputer slide shows on topics such as thesolar system, photosynthesis, microbes,fairy-tale elements, and the states.Kindergarteners and first and secondgraders wrote individual pages which werecombined to form various classroom books.

John Muir Elementary has successfullymanaged to enhance the core curriculumthrough the use of technology. An end-of-the-year database evaluation reported that

100°,10 of the parents are pleased with MACMuir, and 85%of the students felt that they had learned more.

Clearly, the school has managed to tap an enormousreserve of community support and enthusiasm. Parents,teachers, and students are all working together towardsthe same goal: Find exciting and effective ways to learn inthe 90s and prepare for the new century.

For More InformationE. Sue Lagerborg, PrincipalBonnie Elsten, MACMuir CoordinatorJohn Muir Elementary School3038 Delta AvenueLong Beach, California 90316

Telephone: (310) 426-5571

Fax: (310) 595-7462

Superintendent: Carl Cohn, Ph.D.

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t Mainland High School in Daytona Beach,Florida, technology has found its way into every corner ofthe school's life. It is in the classroom, the library, the sci-ence lab, and, even in that last arena of techno-phobia: Thegym.

Furthermore, Mainland High School is thriving, forMainland is a school that takes great pride in its achieve-ments. The school's solid partnership between the staff,the students, the parents, the community, and the busi-nesses of the area makes this possible.

One measure of the school's confidence is that the staffalready shares knowledge through workshops that theyhost at the local and national level. As Mainland lookstowards the twenty-first century, it can confidently saythat if the past few years are any indication, Mainland hasa wonderful future.

A COMMITMENT TO TECENOLOGYMainland High School's commitment to technology

began in 1988. The school was selected by the FloridaDepartment of Education to be a Model TechnologySchool. The original grant gave Mainland $1.3 million,with the school renovations and improvements spanningfive years. Additional grant monies of about $1.3 millionwere then secured by various teachers and administrators.

Mainland was an appropriate choice for a test sitebecause of its size and diversity. The school is located on a43-acre campus that was originally built in 1962. It nowhas 17 permanent buildings, 27 relocatable classrooms,and extensive athletic facilities.

The student body is almost 1,900 strong, with 38%minority representation: Of the 1,900 students, about 50%come from economically disadvantaged backgrounds.

8

Entering freshman have test scores that typically fall at thelowest end of the district's results.

HIGH SCORES AT GRADUATIONYet when they leave Mainland as graduating seniors,

their SAT and ACT scores put the students at or above thenational average. And minority students place well abovenational scores for their respective racial or ethnic cate-gories. All of this despite a school mobility rate that hasranged from 40 to 50 percent.

From the beginning, Mainland has drawn on all sectorsof its community to create the Model Technology School.Teachers trained in the process of facilitative leadershipassisted the school community in establishing goals for theprogram, timetables for implementation, and methods ofevaluation. As a result, teachers in particular view theschool's achievements with great pride.

LOCAL AND NATIONAL TRAININGTeachers at Mainland are fully supported in technolo-

gy. Once they have received training at the school level,the school sends them to national sites for further instruc-tion. Some teachers are now basic technology instructorsthemselves, covering areas such as Teaching withTechnology, Laser Disk Use, Microsoft Word Processing,Use of Fitness Technology, and Hypercard on theMacintosh.

Staff have also been trained in Yamaha Keyboards;CUPLE (Comprehensive Unified Physics Learning ,

Environment) Program with Rensselaer PolytechnicInstitute; and TI-81 Graphing Calculator Use in Algebra,Geometry, and Calculus.

.

35

So just what has all this planning, training, and moneybrought to Mainland?

DIFFERENT KINDS OF

TECHNOLOGY AT MAINLANDThe school now has over 500 computers, with at least

one computer per classroom that connects with the net-work. Science rooms have computers at each lab station,and labs are available for whole classroom use.

Mainland has also put many other types of technologyin place. There are laser disc players, heart-rate monitors,exercise equipment, and CD players. All of this equipmentis used in many different ways: Students on the yearbookor literary magazine use scanners, computers, and PhotoCD drives to create their publications; students in the fit-ness program can use software programs to assess theirfitness levels and then create individualized fitness plans;and lastly, autistic and neurologically challenged studentsuse computers to improve perception and.to learn safetyskills.

PARTNERSHIPS WITH BUSINESSIn addition, Mainland has built partnerships with busi-

nesses that have resulted in pilot programs. Jostens, theyearbook publisher, is training students andproviding software with templates andgraphics to turn Mainland into a Beta pilotsite. The staff has also made a partnershipwith Eastman Kodak, piloting Photo CDtechnology in the yearbook.

A FITNESS AND

WELLNESS PROGRAMPerhaps the program that is most unique

at Mainland is the fitness and wellness pro-gram, which is a pilot for the state of Florida.

A physical education teacher at Mainland set the ballrolling, and the department submitted a grant to theCenters for Disease Control in Atlanta. Research supportsthe theory that obesity is the number one health problemamong adolescents; and, at Mainland, computerizedequipment helps students design and implement pro-grams for themselves.

Mainland High School's list of technological innova-tions and successes is already long and impressive. But thefact that the school eagerly shares its expertise with thelocal and national community makes Mainland a uniquelearning centera true School in the Age of Technology.

For More Information:Timothy J. Huth, PrincipalCindy Fisher, Model School FacilitatorPatricia Graham, Assistant PrincipalMainland High School125 South Clyde Morris BoulevardDaytona Beach, Florida 32114Telephone: (904) 252-0401Fax: (904) 252-0359Superintendent: Dr, Joan"P. Kowal

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fiddle school years have always. been toughfor both kids and teachersjust ask any middle schoolchild or teacher. Students are physically, emotionally, andintellect: illy struggling somewhere between childhoodand adulthood. Teachers are acutely aware of the fact thatif kids start to slip through the cracks now, chances aregood that they won't make it in high school.

So how can schools increase the odds of student suc-cess? At the Maxwell Middle School in Tucson, Arizona,technology has helped turn a potentially "high risk" stu-dent population into a motivated, participating communi-ty. It has provided kids with a way to gain real-world,marketable skills, and set them on the road to becominglifelong learners.

SETTING UP SUCCESSThe story begins at the community and district level.In the fall of 1990, clusters of administrators, district

officials, and a member of the local computer sector heldinformal meetings to discuss how Tucson students couldbest be prepared for the demands of the twenty-first centurv.

What they came up with was a proposal that wouldfully integrate technology into the everyday life of stu-dents. As Don Collier, Principal of Maxwell Middle Schoolput it, "We wanted to make a systemic change in the edu-cational system. We call it the Fourth R. That's Reading,Writing, Arithmetic, and 'Ready for the World of Work.

A SCHOOL AT RISKLocated in the western section of Tucson Unified School

District, Maxwell Middle School is 20 years old. It was

10

built as a junior high school and is undergoing renovationto accommodate a middle school structure. Its populationis 86% minority with 90% of students on free or reducedlunch status. In addition, absenteeism has always been aproblem at Maxwell, and students were therefore consid-ered at high risk for dropping out.

So when the school district decided to institute aComputer Classroom pilot program, Maxweil MiddleSchool was un excellent choice for a site.

The Maxwell Middle School Computer Classroom Pilotbegan during the 1991-92 school year. The first computerclassroom test group included about 120 seventh gradestudents and a team of four teachers. Each of the fourclassrooms received 20 PCs. The system was networked sothat students could log on at any work site.

SUPPORT FROM COMPAQ AND MICROSOFTThe pilot program continued for two years (1991-92,

1992-93). So positive were the results (higher studentachievement scores, increased attendance, and heightenedenthusiasm), that in the summer of 1993, Compaq comput-ers agreed to support Maxwell by giving the school $1.5million worth of hardware. This has allowed completeseventh and eighth grade technology access, curriculumintegration, and restructuring for the 1993-94 school year.

Students now have access to 305 work stations (in anoverall student population of about 600). Twelve class-rooms are equipped with 20 PCs and color monitors.thatare integrated with a local area network. The computersare linked by Microsoft NT to a Compaq Systempro fileserver loaded with Microsoft Windows, Word, Excel,Q&E, and AutoSketch; as well as Microsoft's donation ofBookshelf, Dinosaurs, Encarta, Money, Ancient Lands,

17

Musical Instruments, Mozart, Schubert, Stravinsky,Beethoven, Strauss, Dangerous Creatures, Art Gallery, andSpace Simulator.

RESTRUCTURING INTO TEAMS

In order to insure the full use of the technology avail-able, staff in-servicing has been provided from the begin-ning. Using Title I funds as a base, Maxwell also beganrestructuring. All the teachers at the school are in teams,with the core area subjects forming the central portion ofthe education teams.

Every teacher has two planning periods in a seven-period day. The schedules are structured so that all mem-bers of a team have a number of common planning peri-ods. In addition, team meetings are held daily to addressteam issues and curriculum and technology integration.

As faculty have become increasingly proficient in andknowledgeable about technology, their enthusiasm hasraised staff involvement to an even greater level.

This is exactly what has happened with the students.

-..CMSat

Maxwell has 60 laptops, 30 of which are assigned to stu-dents, and 30 of which are available on a signout basis.When students can take their technology home, familiesbecome excited and involved, and students and familieswork together to solve problems and make discoveries.Recognizing the tremendous opportunity here, the schoolwill next work to help parents communicate via e-mail inboth English and Spanish.

MORE THAN JUST MASTERING TECHNOLOGYAt Maxwell Middle School, students are mastering

technologyand finding that their self-esteem levels arerising, too. And sometimes, kids, without the fear of com-puters that many adults have, are outdoing their teachersin their understanding of technology.

At Maxwell, this isn't seen as a problem - -quite the con-trarv. It means students are engaging in peer tutoring, andit frees teachers to work with students on a consultantbasis, allowing those students who need it most to getextra help.

For More Information:Don W. Collier, PrincipalJessie jlodriquez, Director of Information

TechnologyMaxwell Middle School2802 West Anklam RoadTucson, Arizona 85745Telephone: (602) 617-6160Fax: (602) 617-6162Superintendent: George Garcia, Ed.D.

e wanted to make

a systemic change in the

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That's Reading, Writing,

Arithmetic, and "Ready

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11

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12

BOOTH-FICKETT MATH/SCIENCE

MAGNET SCHOOLTucson, ArizonaJohn T. Michel, PrincipalGeorge Garcia, Ed.D., Superintendent(602) 733-8661

CENTRAL HIGH SCHOOLPhoenix, ArizonaGreg Riccio, Ph.D., PrincipalRene X. Diaz, Ph.D., (Acting) Sdperintendent(602) 271-2386

CHESTERFIELD TECHNICAL CENTERChesterfield, VirginiaSeffrey L. Baughman, PrincipalThomas R. Fulghum, Superintendent(804) 768-6160

COLBERT ELEMENTARY

SCHOOL/TECHNOLOGY MAGNET SCHOOLHollywood, FloridaKathleen Di Bona, PrincipalJody Wentico, Grade Two TeacherFrank R. Petruzielo, Superintendent(305) 926-0870

GLENCLIFF HIGH SCHOOLNashville, TennesseeSammy Swor, Ed.D., PrincipalRichard C. Benjamin, Ph.D., Superintendent(615) 333-5080

JOHN MARSHALL HIGH SCHOOLPortland, OregonColin Karr-Morse, Ph.D., PrincipalJack Bierwirth, Ph.D., Superintendent(503) 280-5240

KITTATINNY REGIONAL HIGH SCHOOLNewton, New JerseyJoseph Spadavecchia, Supervisor of TechnologyRobert Walker, Superintendent(201) 383-1800

LARRY C. KENNEDY SCHOOLPhoenix, ArizonaMicheline Bendotti, PrincipalDonald Covey, Ph.D., Superintendent(602) 381-6180

LYNBROOK ELEMENTARY SCHOOLSpringfield, VirginiaHelene Brower, PrincipalRobert R. Spillane, Superintendent(703) 866-2940

SAFFORD ENGINEERING/TECHNOLOGY

MAGNET MIDDLE SCHOOLTucson, ArizonaSuzanne Maly, Science-Technology ChairpersonBrenda McDowell, Technology Resource SpecialistGeorge Garcia, Ed.D., Superintendent(602) 798-8670

19

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For Additional Information Contact:

Charlotte K. FrankMcGraw-Hill School Publishing Company1221 Avenue of the AmericasNew York, NY 10020Telephone: (212) 512-6512Fax: (212) 512-4769

The text of this booklet is available for download onBusiness Week Online, available on America Online.Look for it in Business Week Online's "Offers and Info" area.

For a trial America Online diskette, call 1-800-641-4848.21