SCHOOL'S EDUCATIONAL PROGRAMS COMMITTEE UNVEILS ITS REPORT

At Monday's meeting of the Cape Girardeau Board of Education, reports were presented from three committees of the Project Partnership endeavor. Over the course of three days, beginning Wednesday, the Southeast Missourian is publishing those reports verbatim. Today's report is from the Education Programs Committee. In Wednesday's edition, the Facilities Committee report was published. On Friday, the Finance Committee report will be published.

History of Education Programs Committee

Charge

To be effective public education requires orderly strategies based upon a clear mission statement. The committee feels the "mission" of the school district is clear, that is, the complete education of the children within its boundaries. This committee intends to hold all its findings to this mission, including the demand for excellence in education. The District must do whatever is necessary to secure excellence in education for its children. This education must include mastery of basic skills, life skills, learning critical thinking and critical reading skills.

The Board must also look to the needs and expectations this community has of its education system for the next 10-15 years. The absence of any long range planning document has been a constraint to systematic, planned growth in the District. The lack of an up-to-date mission statement and the lack of any long range planning document are two of the most serious constraints to the district. This should be rectified as soon as possible.

The Committee is to make broad recommendations within the context of the district's mission without infringing upon the responsibilities of either established departmental curriculum committees or the administrative function of the school board.

Ultimately, the desirability of any activity within the District, whether curricular, co-curricular, or extracurricular must be judged according to the degree to which it supports the District's mission.

Membership

Sue Balsamo, Chairman; Ann Eller, Gordon Eller, Rhonda Chamley, Ferne Jamieson, Mike Shivelbine, Martha Freeze, David Goncher, Cyndy Hall, Elizabeth Knote, Bipi McGinty, Judy Rueseler, Leland Shivelbine, Joanie Skinner, Mary Trueblood, Mike Trueblood, Walt Wildman, Jean Mabrey, Jack Watts, Jody Trautwein. Ex officio members: Richard Bollwerk, James Englehart, Gary Gilbert, Gerald Richards, Darla Snider, Carolyn Vandeven, Brenda Woemmel, Harold Tilley.

Meetings

The Committee met each week at district administrative office on Wednesday evenings at 7 p.m. from February 19, 1992 - May 6, 1992. Ex Officio members of the committee provided valuable knowledge to the committee and were dedicated in their attendance at meetings. They shared their expertise unselfishly. They did not vote on any matters.

Expectations of Committee

The Committee expects to define goals for curriculum development and evaluation as well as district organizational structure to be implemented within next five to ten years. Members bring to this effort a wide variety of personal and educational experiences. Their involvement has been intensive. They hope and expect that their suggestions will be taken seriously.

The Committee requests a formal report from the Board of Education stating how this report will be used both as it stands and as it relates to the reports of the Facilities Committee and ~the Finance Committee. Even though there is a relationship among the three committee reports, this committee feels the ideas promulgated in this report should be considered on their own m~erit and implemented as soon as possible. Specifically, curriculum innovations should not be delayed. It is hoped that the Committee would be reconvened by the Board for the purpose of reporting on the utilization of this plan by the Board of Education.

Findings

Organizational structure of district:

Administrative Organization:

The current organization of the Cape Girardeau School District consists of the Superintendent, Assistant Superintendent for Elementary Education, Assistant Superintendent for Secondary Education, Director of Special Services, and Business Manager. While not the only way to organize a district, this seems to work well for Cape Girardeau.

A formal reevaluation of the organizational structure of the District should be undertaken regularly, especially in view of anticipated district financial changes. This is a function of the School Board.

Academic Organization

Currently, there are five divisions in the academic structure of the district:

Kindergarten-Grade 6: Elementary.

Grade 7: L.J. Schultz.

Grades 8-9: Junior High School.

Grades 10-12: Senior High School.

Vocational and Adult Education: Vocational School.

This arrangement is driven by available buildings, not necessarily by educational merit.

The organizational structure demands that students make at least four transitions in their school years; one when they come to elementary school and one for each of the other divisions. The committee feels that it is important that the number of transitions be limited to fewer than the current number.

A smoother transition for students from elementary to secondary is desirable. The middle school philosophy appears to have merit in addressing this transition issue. The committee recommends that the middle school concept be looked at by the Board as a possible means to address this problem.

The ninth grade is part of the high school educational experience as it pertains to recor~ds, academic achievement leading to post high school programs, and extracurricular competition eligibility. It would seem logical that this grade be located within the senior high school.

Curriculum Planning

Elementary and secondary curriculum planning are done separately with little communication between the two divisions. A well articulated curriculum demands a more unified approach. Some joint planning meetings involving both elementary and secondary curriculum committees might help to unify the process.

A well-planned curriculum flows smoothly from one level to the next. The logical order of course work should be examined at all levels; for example, American History through the Reconstruction is taught in the 8th grade, while American History after the Reconstruction is not taught until grade 11.

The District needs to evaluate the degree to which MMAT objectives dictate curriculum. Curriculum should be determined by the needs of the students, not by test objectives.

General Observations

1. Many of the committee's observations are not tied to funding but to attitude. All programs need enthusiastic support from the top down.

2. There is an obvious and immediate need for computer laboratories and instruction beginning at the elementary level. Computer literacy needs to extend to the entire faculty, in order that their time can be used more efficiently.

District-wide technological constraints include insufficient up-to-date equipment for teachers and students; poor equipment maintenance; inadequate wiring; insufficient numbers of computers and other equipment to allow meaningful, hands-on student participation; lack of teacher training in use of com~puters for educational purposes.

3. Pursue idea of district-wide parent education/resource center.

4. Pursue idea of district-wide teacher education/resource center.

5. Explore possibility of hiring/assigning some~one to work with educators on grant writing. Consider using a volunteer to coordinate computer needs, grant writing, and parent volunteer activities. All of these are very time consuming activities, but could provide financial reward to District.

6. Financial and time support given for professional development is essential to the implementation of any programs. Inservice training should be meaningful and should have clearly defined goals which are important to the District.

7. Continue preschool programs for children of low socio-economic levels. These students need assistance as early as possible if they are to succeed in school.

8. Academic honors programs are important in every core curriculum area of the high school. The continuing explanation to students and parents about the benefits of participation in these programs is necessary. Weighted grades should be considered for academic honors programs.

9. Counselors need additional time for academic, career, and developmental counseling, especially at the high school level.

10. Reduce to zero the number of Central High School-trained college freshmen who have to be placed in remedial, developmental courses.

Subcommittee Findings

All subcommittee reports in their entirety are attached to this report. Ideas with a common thread were placed in General Observations.

Language Arts, Reading, Social Studies. Health and Foreign Languages

Members of this subcommittee were Rhonda Chamley, Chairman, Ferne Jamieson, Judy Rueseler, Jean Mabrey.

District wide, the committee made a number of suggestions:

1. All students graduating from Central High School should achieve the highest possible level of proficiency in the use of the English language. The areas of literature, grammar, composition, and oral communication skills must be strongly emphasized. No student graduating from Central High School should have to attend remedial classes in college. In order for this goal to be achieved, whether in Language Arts, Math or any other area, that area must be successfully mastered by each student at each level. The use of parent volunteers, allowing students with strengths in specific areas to tutor those with weak skills, small group instruction, or after-school tutoring could help relieve teachers of the entire burden of helping students achieve mastery of basic skills.

2. Writing skills should receive increased emphasis across the curriculum.

3. Emphasize health related topics appropriate to grade level throughout the curriculum. Address the risks of poor health practices. Openly address mental health issues which may affect adolescents. Provide staff training to recognize signs of these disturbances.

4. Curriculum Committee should investigate the possibility of implementing of program such as Health Skills for Grades 9-12, "Prevention and Early Intervention for Sexually Related Problems." Suggest those responsible for selection look at this program carefully before refusing it because of title alone.

5. Foreign language programs may be restructured, with particular attention to 7th and 8th grade course offerings. 7th grade might be exploratory with full year courses beginning in grade 8. More academic emphasis on courses, or offer both conversational and academic courses.

6. Reading should be mandatory in 7th grade, not an option to replace a foreign language course.

7. Offer remedial reading/math at all elementary schools regardless of socio-economic standing of school population.

8. Continue Reading Recovery program and expand the program as quickly as possible. The program has an excellent record, bringing 85~ of its students up to grade level reading.

9. Emphasize the joy of reading. ~Be certain students are encouraged to read whole books rather than abridged editions or excerpts. Encourage elementary students to be prolific readers. Award prizes or recognition for numbers of books read.

10. Reduce to zero the number of Central High School-trained college freshmen who have to be placed in remedial or developmental courses.

Math and Science

Members of this committee were Mary Trueblood, Chairman, Mike Trueblood, Jody Trautwein, Elizabeth Knote.

1. National consensus mandates improved student success in mathematics and science. This conclusion is based upon a clearly observed relationship between the economic health of a society and the technological skills of its citizenry. It is imperative that students of all ability levels reach their maximum potential in the disciplines of mathematics and science. Wherever possible, students should be encouraged to continue taking challenging math and science courses through the senior year in high school.

2. Educational quality depends upon a collaboration of teachers and students in which each accepts full personal responsibility for the achievement of mutual goals. Teachers have a solemn, professional obligation to be thorough while setting high standards. Equally important, though, they must transmit sincere affection for their subjects. At ~all levels, math and science teachers m~ust become enthusiastic salesp~eople for the importance and pleasures of their respe~ctive disciplin~es. Teachers must seek and expect student success.

3. First priority should be given to convincing students and parents that learning to do mathematics and science is important to th~em personally and is worthy of their best efforts.

4. In elementary school, different student learning speeds may pose problems for the quickest and the sl~owest students. Because math concepts are cumulative, failure to master fundamental skills at any level handicaps future learning. Instruction should be aimed at mastery of fundamental skills. Students who have trouble should have extra instruction in basics while those who catch on quickly receive enrichment instruction.

5. At all levels math instruction should include applications to real life situations.

6. Introduce concepts of algebra, geometry and statistics ~~early.

7. Be certain that elementary and middle school students receive hands-on laboratory experience in science and hands-on experience with manipulative and problem solving in math.

8. Integrate math and science teaching at an early level. Be certain that students understand that science is an important useful application for math skills.

9. Encourage students to approach common problems using the scientific method. Teach them to be critical of their conclusions by encouraging them to search for sources of uncertainty or error.

10. Student attitudes toward math and science are also cumulative. An unpleasant experience at any level may dissuade students from enrolling in the next level course. The reverse is also true. At all levels math and science teachers must be enthusiastic salesmen for the importance and pleasures of their respective disciplines.

11. Course choices made in lower grades have far-reaching implications for options in later years. Frequent and thorough explanation of curriculum required so that students and parents can set long-range goals. This is especially critical for seventh grade students who begin the advanced math track. They are on the only track to take all the math the high school offers.

12. Course choices made at 9th grade registration are disproportionately important determinants of future course choices. Student understanding of differences between Biology and Academic Biology, for example, or Earth Science and Academic Earth Science is fuzzy. Choice of Academic Biology governs later decision to test out of Earth Science in order to take Chemistry in sophomore year. Decision to take Chemistry in 10th grade is an organizational pre-requisite to participation in full complement of upper level science courses. ~Decision requires algebra competence.

13. Math and science curriculum need to be explained early, thoroughly, and often in order to encourage students and parents to plan their individual course strategies.

14. Coordination is needed between Jr. High and Senior High lab facilities for science or math courses taught in both buildings.

15. All college-bound students should be encouraged to participate in science at most challenging level possible.

16. Vocationally oriented students might benefit from math and science curriculums which branch in junior and senior years toward practical applications which would be of immediate use in work force.

17. Consider weighted grades for courses and sections of courses which are clearly more difficult. Students often avoid more challenging advanced courses for fear of harming their grade point averages and class standing.

18. Computers could be of great assistance in remedial efforts and in enrichment instruction of advanced students. Secondary school science students need ready access to faster, more user-friendly computers. Upper level science classes should have access computers at ratio of one computer to every five students for data analysis, and programmed instruction.

19. Maintenance and duplication of essential scientific equipment is needed in order to assure a quality laboratory experience.

20. Reduce the number of students who now fail to take math and science through the senior year by 50%.

21. Reduce to zero the number of Central High School-trained college freshmen who have to be placed in remedial or developmental courses.

22. At all levels math and science teachers must be enthusiastic salesmen for the importance and pleasures of their respective disciplines.

Special and Gifted Education

Members of the subcommittee were Cyndy Hall, Chairman, and Mike Shivelbine.

1. Gifted Education

Insure that the Gifted Program meets the needs of the students at every level, both educational, social, and psychological. At the primary level production and effort should be judged equally. However, appropriate levels of effort and conduct are always appropriate and should be maintained.

There should be in the Gifted Program a means of placing students on temporary probation or temporary suspension from the program if their level of achievement in the academic classroom has become unsatisfactory. Beginning in the seventh grade, no student may participate in the Gifted Program who has a grade below "C" in any academic class. Students who are defined as ~"gifted" should be a positive influence on the rest of the student body.

There needs to be more communication between gifted facilitators and classroom teachers resulting in a common goal of acceleration in the classroom and enhancement and enrichment of classroom programs by gifted facilitator. Input from the gifted facilitators in curriculum studies would help this process.

District-wide the program should be able to service all gifted students, not just 5 percent. A follow-up study should be done on the gifted who are served and those who are not due to the 5-percent rule.

The philosophy of teaching gifted students needs to be communicated more effectively to all teachers.

A central facility that would lend itself to on-site exploration, such as theater, scientific laboratories, or photography would promote community understanding of the program through its visibility and demonstrated success. Increase community and industrial involvement by establishing mentorships for special interests.

2. Special Education

A need exists for more functional materials, rooms, and vocational programs which would teach life skills and job skills.

There is need for resource personnel (psychological examiner) to relieve counselors (especially elementary) from testing duties, and assist with diagnosis and coordination of education plan for students.

If students are to be included within regular classrooms, there should be enhanced communication between regular staff and special staff; inservice training about special student needs and techniques needed to teach them; an understanding and enthusiastic administration; earlier testing and programs to identify and encourage skills and exploring student interests. Encourage better coordination between regular and special classroom teachers for ordering classroom materials, books, and supplies.

Periodic movement of Special Education teachers and students should be kept to an absolute minimum. A computerized program networked among buildings would help with paperwork. Comm~unity-based instruction, materials, funding and employment should be encouraged whenever possible.

Vocational Education and Technology

Members of the subcommittee were Walt Wildman, Chairman, and Jack Watts.

The value of the program needs to be affirmed publicly and often.

Strengthen academic support for the vocational program by means of courses which stress applications to daily job needs; such as Applied Mathematics, Applied Communications, Applied Biology or Chemistry, and Principles of Technology. Add more career education and vocational exploration in all grades (K-12).

Create bridge between secondary and post-secondary training. Students need to understand the importance of long-range strategies for acquiring higher levels of technical competence.

The District should continue its participation in Tech Prep consortium to improve articulation between Vocational Education programs and college-based technology programs. Within this context the District should identify need for expansion of program offerings locally, especially as they meet the requirements of local businesses.

District should feel free to ask businesses to assist financially and with direct participation in developing and executing programs specifically designed to meet their needs.

Extracurricular and Co-curricular Activities

Members of the subcommittee were David Goncher, Chairman, Gordon Eller, Ann Eller, Joanie Skinner, Bipi McGinty, Leland Shivelbine, Martha Freeze.

1. Extra and co-curricular activities improve a student's total educational experience. The benefits include improved sense of responsibility, discipline, attendance, school and community pride, lower drop-out rate, and even improved academic performance.

2. Every activity should be judged according to the degree to which it supports and facilitates the District's Mission Statement.

3. Every extra and co-curricular activity needs to define the scope and variety of its activities including:

Contribution to student's total education.

Anticipated benefit to community, if any.

Student time co~mmitment required with particular attention to out-of-school time.

Cost to District and cost to student.

Fund raising activities.

4. Every extra and co-curricular activity needs its own individual mission statement.

5. Students participating in any extra or co-curricular activity must maintain a quarterly grade point average of 4 or above on an 11 point grade scale. No student may participate in extra or co-curricular activities with a failing grade in any course. Failing is defined as completion without credit and/or a grade of "F" on a grade scale of "A-F."

6. Every activity which is deemed worthy of inclusion in the total program should receive full support from the entire school community.

7. Data pertaining to the extra and co-curricular activities should be maintained and reviewed in a timely manner in order to ensure that activities continue to support the broader District mission.