DOCUEENT RESUME

ED 387 918 EA 027 114

AUTHOR Peeler, Thomas H.TITLE South Pointe Elementary School Assessment Project. A

Special Issues Report.INSTITUTION North Carolina Univ., Greensboro. School of

Education.; SERVE: SouthEastern Regional Vision forEducation.

SPONS AGENCY Office of Educational Research and Improvement (ED),Washington, DC.

PUB DATE 95CONTRACT RP91002010NOTE 21p.

AVAILABLE FROM NEFEC/SERVE, Route 1, Box 8500, 3841 Reid Street,Palatka, FL 32117 (free).

PUB TYPE Reports Research/Technical (143)

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS *Educational Assessment; Educational Improvement;

*Educational Technology; Elementary Education;*Parent Participation; Partnerships in Education;*Privatization; *Teacher Role

IDENTIFIERS *Dade County Public Schools FL

ABSTRACT

This report summarizes findings of a 3-year studyconducted by the SouthEastern Regional Vision for Education (SERVE)that examined the effectiveness of the implementation of apublic-private partnership effort at South Pointe Elementary Schoolin Miami, Florida. South Pointe was the first public school in theUnited States to be run by a private, for-profit education company,Education Alternatives, Inc., (EAI), under a five-year contract. TheTesseract Way program, developed by EAI, is comprised of 27tLaching/learning components. The SERVE study focused on threesuccessful components used at South Pointe--the parent empowermentprogram, extensive use of technology, and the changing role ofteachers. Based on a 3-year review of the school's curriculum, itappeared that by July 1994 South Pointe was sUccessful inimplementing the teaching/learning principles and that theseprinciples' were institutionalized into the daily activities ofteachers and students. Findings were based on personal interviewswith staff, parents, and students, and inschdol observations. In June1995, the Dade County School Board did not renew the contract withEAl. District-office reports indicated that South Pointe students didnot excel any more than did other Dade County students. EAI respondedthat test scores are not the only or even the best measure of studentprogress. Appendices contain an illustration of the Tesseract Waycomponents and results of the 1992-93 parent survey. (Contains 19references.) (LMI)

Reproductions supplied by EDRS are the best that can be made* from the original document. *

c********************************************************************

cis

U.S. DEPARTMENT OF EDUCATIONOffice of Educations! Reseatc h and improvement

EDUzCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

velnis document has been reproduced asreceived born the person or organizationorigmating .1

: Minor changes have been made to improvereproduction quality

Points of view or opintons stated in thiS dOCu-mem do not necessarmy represent ofticiatOE RI position or post- y

South PointeElementary SchoolAssessment Project

A Special Issues Report

SouthEastern Regional Vision for Educationt

BEST COPY AVAILABLE

South Pointe Elementary Schoolassessment Project

byThomas H. Peeler

1995

A Special Report Funded by

SERVEThe South Eastern Regional Vision for Education

Asscciated with the School of EducationUniversity of North Carolina at Greensboro

P.O. Box 5367Greensboro, NC 27435

(800) 755-3277

The content of this publication does not necessarily reflect the viewsor policiesof the Office of Educational Research and Improvement U.S. Department of

Education, nor does mention of trade names, commercial products, ororganizations imply endorsement by the U.S. Government.

This document was produced with funding from the Office of Educat ional Research and Improvement,Depart ment of Education, under contract no. RP91002010.

3

Edited by: Jim Bleyer

Designed by: Kelly Killman Dryden

4

..1 Table of Contents

About the SERVE Laboratory iv

Executive Summary

Introduction vi

Public/ Private Partnerships in Education 1

Review of 1991-1992 Assessment Report 2

Review of 1992-1993 Assessment Report 3

Successful South Pointe Teaching/ Learning Practices 4

Concluding Remarks 6

Bibliography 7

Appendix A 8Tesseract Way Teaching/Learning Program

Appendix B 9South PointeElementary School Report Card Survey:A Survey of Parent Perceptions 1992-1993 Administration

Ordering Information 10

1

5 iii

About the SERVE Laboratory

ERVE, the South Eastern Regional Vision for Education, is a coalition of educators, busi-ness leaders, governors, and policymakers who are seeking comprehensive and lastingimprovement in education in Alabama, Florida, Georgia, Mississippi, North Carolina, and

South Carolina. The name of the Laboratory reflects a commitment to creating a shared visionof the future of education in the Southeast.

The mission of SERVE is to provide leadership, support, and research to assist state and localefforts in improving educational outcomes, especially for at-risk and rural students. Labora-tory goals are to address critical issues in the region, work as a catalyst for positive change, serveas a broker of exemplary research and practice, and become an invaluable source of informa-tion for individuals working to promote systemic educational improvement.

Collaboration and networking are at the heart of SERVE'S mission; the laboratory's structure isitself a model of collaboration. The laboratory has four offices in the region to better serve theneeds of state and local education stakeholders. SERVE'S Greensboro office manages a varietyof research and development projects that meet regional needs for the development of newproducts, services, and information about emerging issues. The development of this manualwas funded through such an R&D effort. The laboratory's information office is located inTallahassee. Field services offices are located in Atlanta, Greensboro, Tallahassee, and on thecampus of Delta State University in Cleveland, Mississippi.

To request publications or to join the SERVE mailing list and receive announcements aboutlaboratory publications, contact the SERVE office in Tallahassee (address below).

50 N. Ripley StreetGordon Persons BuildingMontgomery, AL 36130334-242-9758Fax 334-242-9708

345 South Magnolia DriveSuite D-23Tallahassee, FL 32301Lab904-671-6000800-352-6001Fax 904-671-6020Clearinghouse800-352-3747Math Science Consort ium904-671-6033800-854-0476Fax 904-671-6010

iv

41 Marietta Street, NWSuite 1000Atlanta, GA 30303404-577-7737800-659-3204SERVE-Line 800-487-7605Fax 404-577-7812

Delta State UniversityBox 3183Cleveland, MS 38732601-846-4384800-326-4548Fax 601-846-4402

201 Ferguson BuildingUNCG CampusRO. Box 5367Greensboro, NC 27435910-334-3211800-755-3277Fax 910-334-3268

1429 Senate Street1008 Rutledge BuildingColumbia, SC 29201803-734-4110Fax 803-734-3389

6

Executive Summary

South Pointe Elementary SchoolAssessment ProjectThomas H. Peeler

n July 1994, the South Eastern RegionalVision for Education (SERVE) concludeda three-year study of the effectiveness of

the implementation of a public-privatepartnership effort at South Pointe Elemen-tary School in Miami, Florida. South Pointewas the first public school in the country tobe run by a private, for-profit educationcompany, Education Alternatives, Inc., (EAI),under a five-year contract. This reports theeffort by looking at the planning and imple-mentation process that took place.

The Tesseract Way program is made up oftwenty-seven pieces, or teaching/ learningcomponents, of a "puzzle" developed by EAI.The "puzzle" is shown in Appendix A. Thestudy conducted by SERVE focused on threesuccessful teaching/ learning componentsused at South Pointe that could be imple-mented in schools throughout the country:the parent empowerment program, exten-sive use of technology, and the changing roleof teachers.

Based on a three-year review of SouthPointe's curriculum, it appeared that by July1994, the school was successful in imple-menting the teaching/learning principles,and that these principles were institutional-ized into the daily activities of teachers andstudents. These conclusions were based uponpersonal interviews with staff, parents, andstudents, and in-school observations of thereviewer.

The original proposal to study South Pointeincluded a plan to disaggregate achievementscores for the final year according to studentlongevity at the school; however, this was notdone as the Dade County School's Office ofAccountability had not released the neces-

sary data at the time this study was con-cluded.

In June1995, the Dade County School Boarddid not renew the contract with EAl. Re-ports by the district office indicated that theSouth Pointe students did not academicallyexcel any more than other comparablestudents in Dade County. EAI reported inthe June 14,1995, Washington Post (as cited inthe New York Times, June 25) that test scores"... are not the only, or even the best, measureof the progress students are making."

7

Introduction

hen South Pointe ElementarySchool opened its doors for thefirst time in Miami in September

1991, it became the nation's first public-private partnership in education. EAI andthe Dade County Public Schools signed afive-year contract which stipulated that EAIwould manage the classroom activities at theschool. The staff at South Pointe was trainedduring the summer to implement EAI'sTesseract Way educational program.

The name "Tesseract" comes from the famouschildren's book 'A Wrinkle in Time" byMadelei1ie L:Engle. She wrote about childrenwho took a fantasy trip through a tesseract, afifth dimensional corridor for traveling toexciting new worlds. Tesseract is the trade-mark for all of EAI's schools.

The media attention to this unique agree-ment was immediate and widespread. GoodMorning America and the three major net-work news programs, ABC, NBC, and CBSperiodically reviewed the South Pointeprogram. Several national magazines such asTime and Newsweek, and most major newspa-pers such as the Los Angeles Times, New YorkTimes, Miami Herald, and the Wall StreetJournal examined the South Pointe program.Major educational journals such as "Educa-tion Leadership" and "The School Adminis-trator" also featured South Pointe Elemen-tary School.

The enrollment of South Pointe during the1991-1992 school year was approximately 700students. In June 1994, enrollment had risento 730 students. The ethnic composition ofSouth Pointe remained stabl- with a 66%Hispanic population, an 11% African Ameri-can population and a 23% white and/ orother ethnic group(s) population. Approxi-mately 77% of the students participated inthe free and reduced lunch program, and

vi

approximately 28% of the students werelimited English speaking. The demographicdata on South Pointe closely reflected theDade County Schools' minority ratio, thepercentage of limited English speakingstudents, and the percentage of students onthe free and reduced lunch program.

This report culminates a three-year studyconducted by SERVE, and authorized byDade County Public Schools, to study theiMplementation and effectiveness of thepublic-private partnershin effort betweenDade County Public Schools and Educa-tional Alternatives, Inc. The findings repre-sent the opinions of the consultant for thestudy, and are based on results of interviewsand observations. This final report reviewsthe status of private education companies inthe public school arena, summarizes theassessment reports submitted to SERVE forthe 1992 and 1993 school years, and describesthree components of the Tesseract Wayprogram that could be implemented inschools throughout the country: parentempowerment, use of technology, and thechanging role of teachers.

8

Public/Private Partnershipsin Education

ollowing the pioneering relationshipbetween the Dade County PublicSchools and EAI, a gradual increase in

the number of public/ private school part-nerships occurred. For example:

The Walt Disney Company, which createdTomorrowland and the ExperimentalPrototype Community of Tomorrow(EPCOT), entered into an agreement withFlorida's Osceola County School Districtand Stetson University, a private institu-tion in DeLand, Florida, to build a state-of-the-art public pre K-12 school, CelebrationSchool, that is scheduled to open in the fallof 1996 (Education Week, 1994).

EA1 took over the operation of 12 schoolsin Baltimore, Maryland in 1992, and 32schools in Hartford, Connecticut in 1994.According to the information provided byEAI, these schools continue to be in opera-tion as of July 1995.

Sylvan Learning Centers negotiated con-tracts with public schools to operate theirChapter 1 programs.

Chris Whittles' Edison Project diversifiedits original corporate mission of buildingprivate, for-profit inner city schools andbid for public/ private partnerships muchlike EAI has done.

The events that took place in Portsmouth,Virginia in 1994 put into perspective thegrowth of private education companiesinterested in entering the public arena.When the Portsmouth Public School Districtdecided to solicit proposals from firms to

operate five schools, it briefed 22 prospectivemanagers who initially expressed interest ina Portsmouth contract; seven private compa-nies eventually submitted proposals. Al-though the Portsmouth School Districtpostponed its decision to award a contract toa private firm, the number of potentialbidders indicated the growth of interest informing public/ private partnerships.

Critics of privatization say such partnerships,charter schools, and associated efforts fail toshow results, and that they produce nothingmore than what any good school wouldproduce. Henry Levin of Stanford Universitywas quoted by The Palm Beach Post on June 21,1995, as saying that companies such as EAI"... are learning reality at public expense."

9

Review of the 1991-1992Assessment Report

he first evaluation report on SouthPointe was submitted in June 1992,(Peeler,1992) and focused on the

extent to which the educational programbeing offered at South Pointe representedthe best educational principles as defined bya review of the educational literature. Theresults of the first year's report indicated thatthe teachers were using teaching/ learningstrategies that are described as "state-of-the-art" by the research literature.

South Pointe teachers rarely conductedlessons for the entire class. The teacher'sprimary role was that of coach, model, facili-tator, listener, and guide. At South Pointe,associate teachers from a local universityworked alongside a master teacher therebyreducing the teacher/ pupil ratio. The activelearner, not the teacher, was on center stage.Classroom observations revealed that stu-dents frequently engaged in cooperativelearning activities. The master teacher andassociate teacher moved from group to groupoffering assistance and guidance as needed.Small groups of students worked togetherusing math and science manipulatives.Students worked daily with computer-assisted instruction in math and reading,with word processing to complete theirprocess writing and project assignments andsimulated problem-solving software.

Starting in the second grade, studentsplanned their own math assignments andreviewed their plans with the teacher. Stu-dents often tackled higher-order projectsand were taught to be strategic learners. Theygradually learned about alternative ways offinding information that included accessing

2

teachers, computers, the media center, vol-unteers, peers or cross-age tutors. TheSwassing-Barbe Learning Modality Inventorywas administered to each student, and 95%of the teachers surveyed in EAl's TeacherSurvey indicated they used the results of theinventory to guide their instructional activi-ties (Peeler,1992).

Perhaps one of the more powerful activitiesthat occurred at South Pointe was the in-volvement of parents in their children'slearning program. Research has shown thatparental involvement is a prime determi-nant in children's learning and success atschool (Peeler,1992). Four times a year theparent and teacher met for the purpose ofsetting and revising the student's PersonalEducation Plan (PEP). The parent confer-ences and other information concerning thePEP process are outlined in more detail inthe section of this report entitled "ParentEmpowerment Program."

The 1992 assessment report further revealedthat the shared decision-making processused at the school was working well and theteachers interviewed believed they wereempowered to make decisions concerningbudgets, hiring, and curriculum matters.

1 0

Review of the 1992-1993Assessment Report

he 1992-1993 Assessment Reportfocused on the extent to which theTesseract program was an integral part

of the vision and culture of the school.

As in the 1991-1992 report, the data used inthe 1992-1993 report resulted from interview-ing members of the professional staff, stu-dents, and parents. Classroom observationswere conducted to determine the extent towhich the Tesseract Way philosophy wasbecoming institutionalized into the regularpatterns of operation within the schoolcornmunity.

The 1992-1993 Assessment Report's review ofthe literature (Peeler,1993) indicates thatvision and culture are important ingredientsto the success of an organization or school.Organizational experts from the corporateand educational community such asSenge(1990), Fullan (1991), Covey (1989),Sergiovanni (1991), and Bennis (1985) indi-cated that successful businesses and schoolshave encompassing visions and cultures thatprovide the basis for bonding people to-gether as members of a learning commu-nitya community that knows its purpose,why it exists, and the importance of theclientele it serves.

Research on the change process (Hall, Hord,Rutherford, & Huling-Austin, 1987; Fullan,1991) indicates that a major reason for the pastfailures of public schools to sustain educa-tional change lies in the fact that decisionmakers spend considerable staff develop-ment time and money in the initiationactivities. Those are activities that happen

prior to using the innovation such as staffdevelopment and funding. Par less attentionis devoted to the implementation issues suchas ongoing skill development, time to prac-tice, and availability of resources.

EAI recognized these weaknesses in pastinnovative school programs. Throughoutthe 1991-1992 and 1992-1993 school years,consultants from EAI were present at SouthPointe regularly to provide training for theteachers in areas such as curriculum, class-room management, and technology.

Reviews of the 1991-1992 Teacher Survey(Peeler, 1992) and teacher interviews con-ducted during the 1992-1993 school yearrevealed that teczchers continued to liketeaching at a Tesseract school and felt thatthey were part of an exciting educationalexperience. Classroom observations con-firmed that the Tesseract Way philosophyand components were becoming institution-alized into the daily work culture of the staff.

As indicated in the 1992-1993 Tesseract Qual-ity of Service Survey, parents continued to behighly satisfied with the program beingoffered to their children and would recom-mend the program to other parents (Peeler,1993).

In addition to the Tesseract Quality of Ser-vice Survey, the attached Dade CountySchools' 1992-1993 Report Card Survey ofparent satisfaction indicated that the parentsat South Pointe rated their scl ool higher inall eight areas when compared to the averageof all elementary schools in Dade County(See Appendix B).

Successful South PointeTeaching/Learning Practices

he Tesseract Way program uses manyof the best teaching/ learning compo-nents available to educators. Three of

these components in particular could beimplemented in schools throughout thecountry: the parent empowerment program,use of technology, and the changing role ofthe teacher. That is not to say that coopera-tive learning, student learning styles, processwriting, and other Tesseract Way compo-ner s are not important. However, the re-search has been consistent in the past fewyears concerning the importance of parentinvolvement in student learning, the irnpor-tance that technology will play in the futureeducational development of students, andthe importance of placing the student oncenter stage with the teacher acting more as acoach, facilitator, model, guide, and listener.

As reported in the 1991-1992 assessmentreport (Peeler, 1992) the research on theimportance of parent involvement related tostudent achievement is well documented.Studies show that the extent of family par-ticipation in a child s education is moreimportant than other family characteristicssuch as socioeconomic level or parentaleducation (Henderson & Berla,1994). Whenfamilies are positively involved in theirchildren's education, children perform betterin chool, achieve higher grades, and demon-strate more positive ? .t.itudes and behavior(Henderson & Berla,1994; Becher, 1984).

4

At the center of the Tesseract Way is one ofthe more powerful teaching/ learning prin-ciples used by EATthe Personal EducationPlan (PEP). The PEP is developed by theparent, teacher, and student, and it outlinesthe goals and objectives for that student.

Four parent conferences are held during thevinr with the first one differing significantlyfroiii what happens in most schools. AtSouth Pointe, parent conferences are heldprior to the opening of each school year.What is different about the first conferenceis not the timing of the conference but thecontent. The parent informs the teacher asmuch as possible about the child's social andacademic strengths or deficiencies. Parentsare encouraged to reveal as much as they feelnecessary regarding the child's health andgeneral family environment. It is during thisfirst conference each year that the parentand teacher jointly set the goals for the child.

Three additional conferences are held duringthe year, and student progress is jointlyassessed by parents, students, and teachers.Students are assessed through state-of-the-artauthentic measures. Each student at SouthPointe has a portfolio which remains at theschool as long as the child is in attendance.The portfolios, containing pieces of studentwork from all subject areas, are usedthroughout the year by teachers to assessstudent performance. It is at the parentconferences that they become valuable toolsfor parents to assess the academic growththeir children are making throughout theyear. For many parents and students at SouthPoint c, the portfolios represent an opportu-nity to view growth over a three-year period.

1 2

It is the philosophy of EAI to provide all ofits Tesseract Way schools with state-of-the-arttechnology. There is mounting evidencewhich suggests that in order to function intoday's society, America's public schools mustwelcome the use of technology in the class-room (Jordan, 1993). Students use computer-assisted instruction and word processingdaily, including problem-solving software,interactive systems such as the Discourse Lab,and interactive educational television.However, as indicated in an earlier report(Peeler,1993), computers are seldom used insubject areas other than in language arts andmathematics. As of June 1994, South PointeElementary was ordering advanced sciencelaser discs and other subject area software forthe purpose of expanding students' optionsin using computers. In addition, the schoolsuccessfully competed for a $250,000 stategrant to upgrade their local area network(LAN) system.

Student success with computer-assistedreading and math programs can be primarilyattributed to the intensive in-service train-ing the teachers received, In addition, EAIchose two well-known educational softwarefirms (Computer Curriculum Corporationand Josten Corporation) for the math andreading programs. The teachers also use thecomputer for administrative tasks such astracking student progress, documentingstudent attainment of key objectives, andhighlighting impertant results of parentconferences.

Finally, South Pointe has embraced theTesseract Way philosophy that all studentsshould be trained in word processing. SouthPointe students demonstrate excellentkeyboarding skills, Word processing is whathas become referred to as "PAC MAN with apurpose," and the projects South Pointestudents have completed on their computersreflect the emphasis on word-processingtraining.

Teachers in Tesseract schools adjust to thestrategy of yielding center stage and becomemore of a coach, facilitator, model, guide, andlistener. As the teacher's role evolves fromone of authority to that of facilitator orguide, it provides students with opportuni-ties and resources to direct their own learn-ing (Wilkes, 1994). Classroom observationsand teacher interviews revealed that thefavorable teacher/ pupil ratio allowed teach-ers to implement the Tesseract Way program.EAl's corporate mission of reducing class sizeis accomplished in several ways: (1) SouthPointe Elementary School in Miami hasraised money from grants and corporatecontributions; (2) in Baltimore, class size hasbeen reduced by rebudgeting expendituresfor administration, maintenance, and opera-tions; and (3) other charter or voucherschools around the country are contractingout for maintenance and operations activi-ties, cafeteria operations, and administrativeservices to funnel more money into theclassroom.

135

Concluding Remarks

ade County Public Schools and EA1signed a five-year contract whichstipulated that EAT would manage

the classroom activities at South PointeElementary School. EAT'S stated goals werethat the Tesseract Way program would befully implemented and student achieve-ment would improve.

A three-year analysis of the South PointeElementary School program indicates thatthe staff has been successful in implement-ing a variety of successful teaching/ learningstrategies from the research literature. Manyof the elementary schools in this country usea few of the best teaching/ learning principlesused at South Pointe. However, closer exami-nation of the Tesseract Way program indi-cates that EA1 has taken the best teaching/learning strategies available and combinedthem into an integrated curriculum forstudents.

In this final report, three Tesseract Wayteaching/ learning principles have beenreviewed that could have substantial ben-efits to other schools throughout the coun-try: the parent empowerment program, theuse of technology, and the changing role ofthe teacher.

Many of the leading educational experts onthe change process and restructuring (Fullan,1991; Elsmore, 1990; Lewis, 1989) indicate thatsuccessful restructuring can take as long asfive years. The Tesseract Way program has, inmany ways, successfully addressed the majorareas of restructuring: changes in the teach-ing/ learning process; changes in the profes-

6

sionalization of teachers; and empowermentof parents and community members. Therelease of test results was not authorized atthe time of this report: there is no way toassess the impact on student achievement.

In June 1995, the five-year contract betweenSouth Pointe Elementary in Miami, FL andEducational Alternatives, Inc., ended andwas not renewed.

1_4

BibliographyAbel la, R. (1994). Evaluation of the Saturn School

Project at South Pointe Elementary School.Miami, FL: Dade County Public Schools,Office of Educational Accountability.

Becher, R.M. (1984). Parent involvement: Areview of research and principles of successfulpractice. Washington, D.C.: National Insti-tute of Education.

Bennis, W, & Nanus, B. (1985). Leaders: Strate-gies for taking charge. New York: Harper &Row.

Covey, S. (1989). The 7 habits of highly effectivepeople. New York: Simon and Shuster.

Dade County Public Schools, Office of Edu-cational Accountability. (1994).1994 schoolimprovement document. Miami, FL: Author.

Disney holds up school as model for newcentury. (1994, June 22). Education Week. Vol.8 (39).

Elsmore, R. (1990). Restructuring schools Thenext generation of educational reform. SanFrancisco: Jossey-BaSs.

Fullan, M. (with Stielenbauer, S.) (1991). Thenew meaning of educational change. NewYork: Teachers College Press.

Hall, G., Hord, S., Rutherford, W., & Huling-Austin, L. (1987). Taking charge of change.Alexandria, VA: Association for Supervisionand Curriculum Development.

Henderson, A., & Berla, N. (1994). A new genera-tion of evidence the family is critical to schoolachievement. Washington, D.C.: NationalCDmmittee for Citizens in Education.

Jordan, A. (1993). Hot topics: Using technology toimprove teaching and learning. (U.S. Depart-ment of Education. Office of educationalRearch and Improvement, Contract No.RP910020101). Tallahassee, FL: SouthEasternRegional Vision for Education.

Lewis, A. (1989). Restructuring America's schools.Arlington, VA: American Association ofSchool Administrators.

Peeler, T. (1992). A public- private partnership:South Pointe Elementary School. (U.S. Depart-ment of Education. Office of educationalResearch and Improvement, Contract No.RP910020101). Tallahassee, FL: SouthEasternRegional Vision for Education.

Peeler, T (1993). A public-private partnership: Yeartwo. (U.S. Department of Education. Officeof educational Research and Improvement,Contract No. RP910020101). Tallahassee, FL:SouthEastern Regional Vision for Educa-tion.

Senge, P. (1990). The fifth discipline. New York:Doubleday.

Sergiovanni, T (1991). The principalship. Boston:Allyn & Bacon.

Shanker, A. (1995, June 25). What are theyselling? The New York Times.

The final grade is in: 'Charter schools' failed.(1995, June 21). The Palm Beach Post.

Wilkes, D. (1994). Schools for the 2Ist century: Newroles for teachers and principals. (U.S. Depart-ment of Education. Office of educationalResearch and Improvement, Contract No.RP910020101). Tallahassee, FL: SouthEasternRegional Vision for Education.

7

15

Appendix ATesseract Way Teaching/Learning Program

evaluation

The Tesseract© Way

parentinvolvement

learningphilosophy

changing theclassroom

environment

wholemath training foreign small

language communities low studentwithin the teacher ratio

school

technology

consistentresponse to

studentmisbehavior

dedicated staff

studentownership

8

changing therole of the

teacher

nicefacility

P.E.P.

wholelanguage

studentsinvolved inplanning .

excellentresourcematerials

buildingself-esteem

usingencouragement

learning process writingstyles thematic and publishing

learning

differentiated cooperative quality appropriate

staffing learning leadership curriculum usingmanipulatives

© Education Alternatives, Inc. 1992

16

Appendix BSouth Pointe Elementary School

Report Card Survey: A Survey of ParentPerceptions 1992-1993 Administration

Factors

Instructional Leadership

Effective Teaching

Safe and Orderly Environment

Frequent Monitoring ofStudent Progress

Frequent and MonitoredHomework

Home-School Partnership

Personalization and Caring

Overall Effectiveness

South Pointe

0 10 20 30 40 50 60 70 80 90 100

Percent of Parents Givingthe Factors A & B Grades

All Dade Elementary Schools

179

Ordering Information1. Complete order form and mail with check or purchase order to NEFEC/SERVE, Route 1,

Box 8500, 3841 Reid Street, Palatka, FL 32177 (904)329-3847. Make check or purchase orderout to NEFEC/ SERVE (Federal ID#: 59-6000-821).

2. Discounts are available for most SERVE products when you purchase units of fifty or more.For titles marked with an asterisk (*), quantities of 50-99 cost $6.00 each; orders of 100 ormore are $5.00 each.

3. If you are requesting an invoice, your order must include a purchase order number.

4. We ship by U.S. Mail and United Parcel Service. Calculate your shipping charges from thetable below. Shipping charges will be higher for special orders and shipping outside thecontinental U.S. Please allow two weeks for delivery from the time we receive the order inour office. If you require special shipping arrangements, let us know. In most cases, we canaccommodate your needs.

5. For more information regarding SERVE's products and ordering procedures, please call 800-352-6001.

Up to $30.00

$30.01 to $60.00

$60.01 to $100.00

$100.01 to $150.00

$150.01 to $200.00

$200.01 & above

$ 2.50

$ 5.00

$ 7.50

$ 10.00

$ 12.50

call for price

Appreciating Differences: Teaching and Learning in a Culturally DiverseClassroom HTADI $7.00*

Assessment in Early Childhood Education:Status of the Issue ECESI FREE

Building Resiliency: A Framework for School Safety HTFSS Call

Children Exposed to Drugs: Meeting Their Needs HTSEC $7.00*

10

18BEST COPY AVAILABLE

Children Exposed to Drugs: What Policymakers Can Do PBCED $1.00

Comprehensive School Improvement HTCSI $7.00*

Continuity in Early Childhood Education: A Framework for Home, School,and Community Linkages ECECE

Designing Teacher Evaluation Systems that Support Professional Growth

Family Participation: An Essential Partnership

Future Plans Planning Guide

How to Assess Student Performance in Science: Going Beyond Multiple-Choice Tests

Interagency Collaboration: Improving the Delivery of Services toChildren & Families

Issues to Consider in Moving Beyond a Minimal Competency HighSchool Graduation Test

Leadership for Collaboration: A Training Program

Learning by Serving: A Compendium of Ideas for Service Learning

A New Framework for School Accountability Systems

Overcoming Barriers to School Reform in the Southeast

Promising Programs in Native Education

Reducing Baby Bottle Tooth Decay

Reengineering High Schools for Student Success

A Resource Book on Transitions

Rural Schools on the Road to Reform

Scaling Up School Improvement Through Total Quality Management:The Pinellas County Story

Schools for the 2Ist Century: New Roles for Teachers and Principals

Sharing Success in the Southeast: Mathematics and Science Education

Sharing Success in the Southeast: Preschool-to-School Transition

Sharing Success: Promising Service-Learning Programs

RDTES

ECEFP

FPPLG

FREE

$7.00*

Call

$7.00*

RDSPS $7.00*

HTICO $7.00*

RDMCT FREE

TRNLC Call

HTLBS $7.00*

RDFRA $3.00

RDBAR $3.00

LNPNE $5.00

RBBTD FREE

HTRHS $7.00*

TRANRB FREE

EDRUR $7.00*

SSTQM Call

HTSTC $7.00*

SSMS1 FREE

SSPST FREE

SSPSL FREE

19BEST COPY AVAILABLE

11

South Pointe Elementary School (Year 1) :A Public-Private Partnership

South Pointe Elementary School (Year 2): A Public-Private Partnership

South Pointe Elementary School (Year 3): Assessment Project

Southern Crossroads: A Demographic Look at the Southeast

Special Offer #1--School Improvement

Special Offer *2Future Plans Video & Discussion & Planning Guides

Special Offer #3--Technology, Mathematics, and Science

Special Offer *4Southern Crossroads

Supporting Family Involvement in Early Childhood Education:A Guide for Business

Using Technology to Improve Teaching and Learning

Youth Apprenticeship: A School-to-Work Transition Program

Drug-Free Schools: A Generation of Hope

Future Plans (Videotape) and Discussion Guide

Passages: Providing Continuity from Preschool to School

School Improvement: Journey Toward Change

Southern Crossroads: A Demographic look at the Southeast

Successful Mathematics and Science Practices: General Audiences

Successful Mathematics and Science Practices: Policymakers

Successful Mathematics and Science Practices: Teachers/ Practitioners

12 20BEST COPY AVAILABLE

RDSP1 FREE

RDSP2 FREE

SRSP3 FREE

SRSCR $7.00*

P 01 $25.00

P 02 $25.00

P 03 $25.00

P 04 $25.00

SRSFI $5.00

HTTEC $7.00*

HTYAP $7.00*

VTDFS $19.95

FPPAK $19.95

VTPST $19.95

VTCSI $19.95

VTSCR $19.95

VTMS3 $19.95

VTMS6 $19.95

VTMS9 $19.95

Name:

Title:

Address: 0 home CI work

City:

Phone: CI home LI work (_ _ )

Fax: 0 home 0 work ( ___)

State: Zip: ___

Quantity Description Item No. Unit Price Total

Mail to:NEFEC/ SERVERoute 1Box 85003841 Reid StreetPalatka, FL 32177

Please photocopy this form for future orders.

Subtotal

Non-exempt Florida residentsadd 6% sales tax:

S & H*

Total

Fla. Tax Exemption #:

21 13