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Saturn School of Tomorrow - St. Paul, MN 5/22/91 [OA 8323] [1]
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Saturn School of Tomorrow - St. Paul, MN 5/22/91 [OA 8323] [1]
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MARKER
This is not a textual record. This is used as an
administrative marker by the George Bush Presidential
Library Staff.
Record Group/Collection:
George H.W. Bush Presidential Records
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Speechwriting, White House Office of
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Speech File Backup Files
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Folder Title:
Saturn School of Tomorrow - St. Paul, MN 5/22/91 [OA 8323] [1]
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26
21
4
3
Tom King
Charlie Burbach
THE WHITE HOUSE
WASHINGTON
May 20, 1991
MEMORANDUM FOR THE PRESIDENT
THROUGH:
TONY SNOW TS
FROM:
MARY KATE GRANT mkg
SUBJECT:
VISIT TO THE SATURN SCHOOL OF TOMORROW
ST. PAUL, MINNESOTA
I. SUMMARY
Attached for your review are draft remarks to be delivered
on Wednesday, May 22 at 1:45 p.m. outside the St. Paul Public
Library. You will address a crowd of approximately 1000, mostly
students, teachers, local education leaders, and elected
officials. Afterwards, you will sign the transmittal letter for
the America 2000 legislation.
II. DISCUSSION
Your remarks (11 minutes/speechcards) focus on the America
2000 strategy, particularly on its proposals for reinventing New
American Schools. Immediately before the speech, you will tour
the Saturn School of Tomorrow, a science magnet school.
Minnesota has been a national leader in public school choice.
Lyn 612-223-8935
Grant/Cawley
May 20, 1991
A:SATURN / Draft three
PRESIDENTIAL REMARKS: SATURN SCHOOL OF TOMORROW
ST. PAUL, MN
WEDNESDAY, MAY 22, 1991
1:45 P.M.
Governor Arne Carlson will introduce.
Durenberger TBD
Good afternoon. Thank you very much for that warm welcome.
Our Secretary of Education, Lamar Alexander; community leaders,
teachers, and my fellow students. ((possible computer joke.)
I've come here today, along with Secretary Alexander, to
discuss a vital subject: American leadership. For if we want
America to remain a force for good in the world
...
the home of
free markets and free people
...
the land of democracy and
opportunity
...
we must lead the way in educational innovation.
Our strategy for achieving this leadership is called "America
2000."
With America 2000, we challenge all the methods and means of
the past. Here in Minnesota -- from St. Paul and Minneapolis to
Cyrus and Miltona -- you are sailing the country into the future.
You are creating public school choice.
Like you, other schools, businesses and communities all
across America are all creating the New Generation of American
Schools -- North Carolina's Project Genesis, Ted Sizer's
Coalition of Essential Schools, Washington State's Schools for
the 21st Century.
Oliver Wendell Homes once wrote: "I find the great thing in
this world is not so much where we stand, as in what direction we
2
are moving: To reach the port of heaven, we must sail sometimes
with the wind and sometimes against it -- but we must sail, and
not drift, nor lie at anchor."
With America 2000, we are not simply standing at anchor.
We've shoved off and set sail. From now on, business-as-usual
will be very unusual. In cities across this nation, people have
started changing the American school. They know that there have
been enough studies and commissions and blue-ribbon panels.
It's time we got down to the business of inventing new
schools for a new world. We took the first step when, with the
Nation's Governors, we established the six National Education
Goals and set the clock ticking for the end of this decade -- and
the end of the status quo.
Those goals are: first, to ensure that every child starts
school ready to learn; second, to raise the high school
graduation rate to 90 percent without lowering standards; third,
to ensure that every American student leaving the 4th, 8th and
12th grades can demonstrate competence in five core subjects;
fourth, to make our students first in the world in math and
science; fifth, to ensure that every American adult is literate
and has the skills necessary to compete in the global economy;
and sixth, to
every American school from drugs and violence
so that learn can take place.
Our challenge.now is one of reinventing the classroom -- I
call it creating "New American Schools" -- for the year 2000 and
beyond. It's just one part of our America 2000 strategy to meet
3
those six lofty goals. No one says it will be easy. But it's a
battle for our future that we must -- and will -- win.
For today's students, we're designing better and more
accountable schools
for tomorrow's students, we're creating a
new generation of schools
for the rest of us -- today's
workforce, and yesterday's students -- we're transforming America
into a nation of students, lifelong learners who continue to grow
and explore every day. And finally, all across this nation,
parents, teachers and neighbors are getting together in
communities where learning can happen.
We're talking about breaking the mold -- building for the
Next American Century. Reinventing -- literally starting from
the bottom up to build new schools -- not with bricks and mortar
but with questions, ideas, and determination. We're looking at
every possible way to make schools better while still keeping our
eyes on results.
That's why I've come here to Minnesota. Just down the river
from this bluff, stood St. Paul's first school -- a crowded one-
room log cabin that Mrs. Rumsey first called to order nearly 150
years ago. Back then, Minnesota was a desolate wilderness,
although settlers soon transformed it into a teeming center of
growth and enterprise. Here, along the banks of this great
river, rail lines and grain mills and hard-working pioneers
forged the center of the agricultural empire called the Great
Plains.
4
These days, Minnesota remains a land of opportunity for
many: small business start-ups generate most jobs in the Twin
Cities, and big business ranges from agriculture to medicine to
transportation. Minnesota remains a pioneer, leading the nation
in educational choice. You have guaranteed that every family in
the state can choose which public school their children will
attend. Minnesotans know that education means opportunity.
Many people, in fact, Al Shanker of the American Federation of
Teachers -- he was here last week, and I spoke to him the other
day -- helped promote these great reforms.
I just came from the Saturn School of Tomorrow, right here
in downtown St. Paul. Frankly, I was a bit surprised by the
place
so much technology, such young kids -- but then at my
age, they all look young. ((In fact, someone asked me if I
wanted to see a high-tech machine used for "HyperCard" -- I asked
if that was something for my fibrillating heart. ))
Let me share with you the basic idea behind the Saturn
School -- one that could only have become reality because of the
bipartisan support it received. Saturn is a city-wide magnet
school, with over 200 middle-school students coming from all over
the district. Each morning, they arrive at the old YWCA building
ready to learn on state-of-the-art technologies: computers that
teach reading and math; videodisc systems that access libraries
and encyclopedias; off-site classrooms in science and art museums
that give kids hands-on learning. The curriculum includes core
subjects, yet is designed to respond to a changing world -- one
5
of global communications, computer programming, chemistry,
personal wellness and community volunteering.
Let me tell you a true story that happened when the founder
of Control Data, William Norris, stopped by the Saturn School to
see the fourth and fifth graders at work. He noticed that one
fifth grader was busy wiring a small motor to a model car he had
built. A fourth grader nearby was on the computer connected to
the model car. Mr. Norris asked him what was going on.
"I'm writing the computer program to make the car start and
stop," said the fourth-grader. Mr. Norris asked him how that
worked, and the boy explained the first few steps and stopped.
So Mr. Norris -- the head of Control Data, now -- asked him
to keep going, so he could get a few more details. "Gosh," said
the fourth grader to his partner, "What's the matter with this
guy? He doesn't seem to understand anything about computers!"
While I've only had two computer lessons, it doesn't take
the head of Control Data to see that Saturn doesn't look like a
regular school -- no old-fashioned desks, but kids on the floor,
playing with "mice" -- learned that term in my computer class.
It doesn't sound like a regular school -- in fact, its motto is
"High Tech. High Teach. High Touch." And that's because it
isn't a regular school -- it's exploring new frontiers in
American education.
Yet the school's director is realistic. He says: "We see it
as a work in progress. We have as many questions as we have
6
answers. We don't hold it up as a solution; it's not something
that can be cloned."
Like any new idea, we don't know what tomorrow holds for the
Saturn School. And there may be aspects of its approach that
generate controversy. But when we say "break the mold,' we've
got to give communities the power to experiment, think anew, be
daring. Saturn may fail, but it may also succeed.
I like what works. I'm confident about the prospect of New
American Schools in communities all across this country. The New
Generation of Schools is but one part of our America 2000
strategy. With more accountability and choice in our schools,
with a national commitment to lifelong learning, with the active
engagement of our business community in the business of
education, we will embark on a new voyage in the American
experience.
It will take time. We can begin today by pulling up the
anchor and hoisting the sails. We've set our sights on new
horizons -- ones of opportunity, freedom and American leadership.
Again, thank you so much for having me here today. I wish
you the best in your work. God bless each and every one of you.
[It's my pleasure to sign a message transmitting the
legislative portion of our America 2000 strategy to the
Congress.]
# # #
Saturn School of Tomorrow--St. Paul, Minnesota
RATIONALE: Saturn School of Tomorrow is a "break the mold"
school. It uses differential staffing; it sends students off
campus--to museums, libraries, and elsewhere in the community--
for some of their lessons; it groups students by interest and
ability (rather than by grade level) ; it employs an individual
learning plan for each student. And it enjoys enthusiastic
support from parents (100 percent attendance at PTA meetings).
PROJECT DESCRIPTION: The Saturn School of Tomorrow came into
existence in response to a challenge made by Albert Shanker in
his "What If" speech given in Minnesota in 1987. In that speech,
Shanker asked, "If General Motors new Saturn plant can retool
their industry and build a quality automobile, why not a
transformed, quality-driven Saturn School in education?"
Excited by the challenge, Superintendent David Bennett and Tom
King formulated plans of what a "Saturn School" could be and
shared them with the St. Paul's teachers' union and the business
community. Reflecting a true collaborative effort on the part of
the teachers' union, parents and business community, the Saturn
School Partnership was formed, a planning team assembled, and the
next two years spent perfecting plans for the new Saturn School
of Tomorrow.
In 1989 the school opened in temporary quarters. Today, the
Saturn School is located in downtown St. Paul, where students can
participate in on-site learning at the local museums, libraries,
and community organizations. This school is an experimental
magnet school serving 300 ethnically diverse students in grades 4
to 7, under the motto, "High Tech/High Teach/High Touch.'
Saturn is different from other schools. It's design incorporates
state-of-the-art technology. The technology floor uses computers
as instructional devices, for desk top publishing, individual and
group learning, and for programming Lego-Lobo, which is
elementary robotics where the children build machinery connected
with wires and motors and then write the computer program to make
them run. The curriculum, while including core subjects, is
designed to respond to a changing world--global communications,
computer programming, chemistry, personal wellness, community
volunteer activities, cooperative learning, project-based work,
and videography. Students choose their courses based on their
individual interests and needs as determined by their Personal
Growth Plan (PGP), which is put together by the staff, students,
and their parents. Students are grouped by interest and ability
level rather than by grades. Individual desks have been replaced
by circular tables to encourage cooperative learning so students
can help their peers who are having trouble with a subject.
Report cards have been replaced by "portfolios" consisting of a
student's work samples and attainment of goals in the PGP.
Students are assisted by the same advisor from grades 4 - 7.
Staff in the Saturn School consists of a lead teacher, associate
teachers, generalists, educational assistants, teacher's aides
and interns. Saturn involves both parents and businesses. PTA
meetings draw 100 percent attendance and support from the
business community comes in the form of technical and human
resources.
Planning for the Saturn School is still evolving. Yet, the first
year of a three year evaluation suggests that overall progress is
being made, specially in the following areas:
The Personal Growth Plan process is considered a success. The
teachers were able to enlist participation from nearly all the
parents, and the goals of the PGP seem to be linked to what
the students actually learn in their courses.
The entire scheduling concept with seven or eight week terms
is considered effective. Students and teachers were
particularly enthusiastic about the "Writing Workshop" and
"Partnerships" classes for their ability to teach students new
knowledge, skills and attitudes.
The off-site learning program was found to enhance the
practical application of particular subjects in addition to
having the students feel more a part of the community.
Parents overwhelmingly supported the school and its program,
which in turn allowed the teachers to accomplish many more
objectives.
Suggests areas in need of improvement include:
Tracking of student progress. Parents would like to have more
information to gauge academic student progress.
Consideration of a formal homework policy.
Finding more time in the school calendar for the teachers'
professional growth and development.
Development of a better defined and consistent discipline
policy.
Spending more time refining the use of technology,
particularly deciding which system should focus on what
students are learning and who learns best from what approach.
Contact person: Tom King, Project Director
(612) 293-5116
Saturn School of Tomorrow
River Front Education Center
65 East Kellogg
St. Paul, MN 55101
(612) 290-8354
STUDENT DIRECTED LEARNING PROJECT
APRIL, 1991
- DRAFT -
Student Directed Learning Project
Question and Answer Sheet
What is the purpose of the Student Directed Learning Project?
"Nevertheless, so often our notions of what a child is able to understand
are based on the capacity the child has displayed in a structured
situation." (Robert Coles, 1990:23)
The purpose of the Student Directed Learning Project is to dispel these notions.
What Learner Outcome is addressed by the SDLP?
Saturn students will demonstrate responsibility for their own learning.
They will work independently and/or in cooperation with others to set
personal goals, manage themselves and their time, locate resources, plan
and deliver a product or presentation, and reflect upon and evaluate their
progress.
How will this be assessed?
Over time, Saturn students will compile a Portfolio of samples and self-
reports that chronicle the development of their self-directed learning.
What learning opportunities and experiences will be provided to
students in SDLP?
The opportunity to:
- validate learning that takes place in nonstructured contexts
- plan, execute, reflect upon and evaluate projects, experiences
- set, carry-out, review and modify personal goals
- reflect upon need for balance in day, in areas explored
- manage time and self
- locate information from a variety of real life sources
- work independently and/or in cooperation with peers and/or adults
- be both a teacher and a learner
- pursue in depth or in own fashion an area of personal interest
- use technology to enhance the product or presentation
- serve the community
- explore the possibility of working with a mentor or as an intern
What guidance will my child have in this process?
1. Instructors have both formal and informal meetings with SDLP
students to plan and revise goals and to coordinate them with the Personal
Growth Plan.
2. Staff is available at all times for consultation and to help with
locating materials and resources.
3. Completed projects and progress toward other goals are evaluated by
the student and the instructor.
How will I be informed of student progress?
Students complete a weekly schedule and diary of their activities. These
will be sent home at the end of each week with the student. Parents are
requested to sign and return them. These are kept as a record for student
use and as part of the evaluation. Copies of completed evaluation sheets
are sent home. Parent consultation with staff is available at any time
upon request.
What special opportunities are available to students who
participate in the project during Term 4, April-June, 1991?
Students may register for SDLP during any period of the day, and as many
periods as they wish. During each period of the day, a special focus is
offered for students who wish to gain experience or develop projects in
certain areas. Students don't need to be interested in the focus to join the
project during a given period.
Period A1: Art focus
Period B: Economics
Dance workshop
Period A2: Music focus
Period C: Technology
Novels
How does my child register?
Write SDLP in the second choice box on the registration form for each
period your child chooses to participate in SDLP. Do not circle any other
choice for that period.
Student Directed Learning Project
Planning Form
Name
A1 A2 B C
Advisor
circle SDLP periods
1. Complete your daily schedule on the back of this sheet.
2. Describe how you will be using your student directed learning time.
Your plan may include:
project work
independent work
small or large group work
ILS time
mentorships/internships/off-site experience
service activities
3. Complete the following statements.
I am meeting my reading needs by:
I am meeting my math needs by:
I am meeting my writing needs by:
Following are my planned SDLP activities:
-
-
-
-
What resources do you need help obtaining:
Materials:
People:
Experiences:
Due date: April 12, 1991
I have signed up for a planning conference with David or Jane
Student signature
Parent signature
Schedule
Skills/Content/Subiect areas
Name
Weekly Planning Sheet
For the Week of
On this side of the planning sheet write down the activities you will be engaged in this week for each
period you have student directed learning. Make sure you coordinate planning with your blue
planning sheet.
Monday
Tuesday
Wednesday
Thursday
Friday
Student Directed Learning Project
coordinated with
Personal Growth Plan
Student Name:
Date:
Advisor:
A1 A2 B C
(circle SDLP periods)
Current SDL Project(s):
1. What PGP goal(s) are you meeting with your SDL Project? Explain how
you plan to meet these goals.
2. What goal(s) in your PGP do you want to work on in your next SDL Project?
Student Signature:
Teacher:
SATURN 2
Self Evaluation Sheet
Student Name:
Date:
Advisor:
A1 A2 Lunch B C
(circle SDLP periods)
For each category below, please write:
what you learned or discovered
the problem(s) you encountered
how you solved the problem(s)
Planning your project:
Planning your weekly schedule:
Locating your own resources:
Managing your own time:
Staying on task:
Self:
Others:
Project(s):
Partner(s)
Completed
yes/no
If you have done a project(s) in a specific content/subject area or learned
a new technology, please list at least 3 things you learned while doing
the project(s).
Please check the appearance/quality of your completed project(s).
What do you think is the best part of your project(s)?
What part is not so good?
What could you do to improve it?
What is the most valuable thing you have learned from the
Saturn 2 course?
How will that help you as you continue your learning at Saturn?
SATURN SCHOOL
БАНА
OF TOMORROW
50
43
B
B.
FIFTH FLOOR
ADMINISTRATIVE
KEY
TTA
1.
Main Stair
2.
Elevator Core
38
on
3.
Entry
37
32
4.
Community
5.
Storage
30
6.
Auditorium
7.
Video Production
40
8.
Lavatories
a
20
9.
Kitchen
FOURTH FLOOR
10.
Lounge
LEARNING CENTER
11.
Pool
12.
Pool Office
13.
1st and 2nd Grade
14.
Conference Center
15.
Kitchenette
16.
Garden
$0
29
17.
Principal
18.
Reception
32
19.
Independent Learning Stations
20.
Special Computer Lab
21.
Apple IIGS Room
22.
Gym
84
23.
Gym Office
36
6
THIRD FLOOR
24.
Discourse Room
25.
Discourse Support
CO-OP COLONNADE
26.
Student Study
27.
Mac Learning Center
28.
Learning Center
29.
Reading
30.
Teaching Station
31.
Colonnade
32.
Multipurpose
33.
Newsroom
34.
Media Center
35.
Publishing
22
36.
Art Learning Center
37.
Science Learning Center
38.
Writing East Learning Center
39.
Music Practice
21
40.
Music Learning Center
41.
Writing West Learning Center
42.
Conference
200
43.
Faculty Study
26
44.
Lead Teacher
20
45.
Teacher
46.
Administration
24
0
47.
Faculty Carrels
48.
Work Room
49.
Nurse
50.
Col Room
28
18
SECOND FLOOR
TECH. LEVEL
Furniture
uu
0
8
a
Utility Spaces
STATES
7
Circulation
Classrooms/
VAI
Administration
18
0
0
10
20
40
60
16
14
17.
16
RAFFERTY RAFFERTY TOLLEFSON ARCHITECTS
FIRST FLOOR
1538 4TH STREET ST. PALIL MINNESOTA 55101 612 224-6831
RECEPTION LEVEL
SATURN SCHOOL OF TOMORROW
Personal Growth Plan Process
Spring 1991 Draft
To Whom It May Concern:
Attached are drafts of Saturn School's Personal Growth Plan
process. The emphasis at Saturn is on interpersonal communication with
student, family and advisor to assist students in becoming responsible for
their learning.
In addition to the PGP, Saturn School maintains a Portfolio of
Proficiencies for each student to measure growth and development in
academic, social and psychomotor competencies and uses computerized
instruction and records of mastery in reading and math skills.
We are developing process outcomes and documenting learner
outcomes in curriculum areas to assist us in evaluation of student
progress and program offerings.
Please note that these are all first year drafts! We hope that we
will be able to keep the PGP process dynamic, responsive to student need
and change. We are trying to avoid forms that drive the process. We see
the form as merely a way to record the results of our interpersonal
communication and planning with students and families.
Saturn staff would appreciate an opportunity to discuss your ongoing
work in this area. Please call and/or share copies of any information you
think might be helpful to us. We will be happy to do the same.
GOOD LUCK in this challenging endeavor.
Compiled by:
Jane Barton, Associate Teacher, Communications
Saturn School of Tomorrow
65 East Kellogg Blvd.
St. Paul, MN 55101
(612) 290-8354 X160
Saturn PGP Process
Fall, 1990
Important points:
1. Interpersonal process - beginning small group communication
between child - parent(s)
child - parent(s) - Advisor
2. Primary Goal -Student becoming responsible for his/her own
learning.
3. Look at learning as a developmental process
progress measured by child's attainment of own goals
i.e.,
movement
progress not measured against arbitrary standard
i.e., grade level attainment, teacher standard
NOTE: Each family is in unique stage of development in their
ability to do small group communication at home and at school.
Meet each family where they are in the process.
4. 3 areas - Academic
Interpersonal Skills
Wellness
Roles:
1. Student: Input - share own ideas, interests, needs
- set goals that are owned/easily understood
by child
2. Parent: Input - share ideas, needs, interests
- support/clarify/negotiate
3. Advisor: Input - facilitate, model small group communication,
problem-solving, add options, add resources
- * Assist child to be at center of process
immediately; work through this.
PGP Process Continued
- 2 -
Forms:
1. PGP contract merely a way to record the results of our
interpersonal, small group communication and planning with
students and their families.
2. Goals/steps - simple, easily measured
- students actively involved in determining own
progress
- student owns goals
- making modifications/additions as needed to
chart individual progress
A word about the process: PGP is a dynamic process, not static.
The Personal Growth Plan
captures the student's current status
determines direction
reflects individual growth and progress
Saturn School of Tomorrow
(Draft)
Personal Growth Plan (PGP) Process
Spring 1990
At the heart of Saturn School of Tomorrow is the Personal
Growth Plan (PGP) developed for each student. Student, family and
advisor share in identifying a student's interests, strengths and needs and
in developing goals and objectives unique to each student. The focus is
upon the interpersonal process of sharing and planning together. The goals
and objectives are kept simple and easily measured. Students are actively
involved in determining their own progress and in making modifications
and additions to their individual goals and objectives.
The information obtained through this highly, individualized
interpersonal PGP process is also compiled and used to develop course
offerings based on identified student interest and need. Curriculum
offerings in Communications, Humanities, Science, Math & Technology, and
Wellness & Health reflect students' active participation in designing the
learning opportunities at Saturn School.
Because the Personal Growth Plan (PGP) is an ongoing process, the
Saturn School expects that its form and substance will be responsive to
change. Ongoing evaluation from students, families, and staff shape the
process. The Personal Growth Plan (PGP) is a dynamic process for
capturing current status, determining direction and reflecting individual
growth and progress. The enclosures reflect the PGP process used during
the 1989-90 academic year at Saturn School.
Enclosures:
-October, 1989, parent letter regarding PGP Conferences
-Personal Growth Plan Inventory (Fall)
-Personal Growth Plan Conference (Fall)
-2 Samples of Personal Growth Plan (PGP)
-December, 1989, parent letter regarding PGP Approval
-January, 1990, follow-up parent letter re. PGP Approval
-February, 1990, parent letter regarding PGP Conferences
-Personal Growth Plan Inventory (Spring)
-Personal Growth Plan Conference (Spring)
-2 Samples of Personal Growth Plan (PGP) with progress, additions
-March, 1990 parent letter regarding PGP Progress Note
SATURN SCHOOL OF TOMORROW
65 EAST KELLOGG BLVD.
ST. PAUL, MN 55101
(612) 290-8354
October 31, 1989
Dear Parents:
Conference time is here! Advisors are looking forward to sitting down with each
student and family and jointly developing the first draft of the student's personal growth
plan (PGP). The best way to prepare for this conference is to spend some time talking with
your child about his/her experience at Saturn. Please complete the attached inventory with
your child and bring it to the conference with you. We think this will help all of us to focus on
your child's unique needs, interests and desires.
The PGP conference will include the following:
1. Assessment/evaluation: Advisors will share samples of student work, progress reports from
the computerized math and reading instructional programs, SRA test results (if available), and
observations related to the student's academic and social development. Parents and student will
be encouraged to share information from the completed inventory to assist in developing an
accurate picture of the current status of the student.
2. Identification of needs and interests: From the assessment information, advisor, student and
parents will identify needs, strengths, interests and desires of the student. This information
will assist staff, student and parents in planning individualized instruction and monitoring
progress when needed. The information will also assist Saturn staff in developing 2nd semester
curriculum offerings designed to reflect the interests of the student.
3. Determination of goals and objectives: Finally, advisor, family and student will set some
common goals and objectives for the year, determine the resources necessary to accomplish the
goals, and agree upon a way to monitor progress toward completion of the goals.
We are eager to have this opportunity to share and plan with you and your child. We
hope to make this a personal process. The goals and objectives will be simple and easily
measured. Students will be actively involved in determining their own progress.
Thank you for your support and trust in the development of SATURN SCHOOL. We look
forward to talking with each of you soon.
Sincerely,
Mike Hopkins
Jane Barton
Mark French
David Haynes
PERSONAL GROWTH PLAN INVENTORY Fall 1989
Student Name:
Age:
Parent Name:
Advisor Name:
Date:
My strengths are:
I do my best when:
These things are hard for me:
I do better at hard things when:
I want to learn more about the following ideas, topics, subjects etc.:
By the end of the school year, I want to be able to:
Some goals I have set for myself are:
(Include short and long range goals)
PERSONAL GROWTH PLAN CONFERENCE
Student Name:
Age:
Parent Name:
Date:
Address:
Phone:
INTERESTS/STRENGTHS:
NEEDS:
PLAN FOR:
Academic Skills Health & Fitness Interpersonal Skills
Personal Growth Plan Sample # 1
Student Name
Mon, Dec 11, 1989
Strengths and Interests
Physical education, math concepts, drawing, cooking, go-carts.
Needs
Reading & writing skills, assignment completion, independent work in
class, friendship-making skills.
Plan
Academic skills:
Goal 1: Improve math skills.
Steps: - demonstrate mastery of math concepts/computation
in daily work on I. L. S. at 75-80% level
Goal 2: Improve reading skills.
Steps: - demonstrate mastery of reading
decoding/comprehension in daily work on I. L. S. at
75-80% level
Goal 3: Learn more about science.
Steps: - enroll in science course
- pursue project in Lego Logo
Goal 4: Improve writing skills.
Steps: - enroll in Writing Workshop
- participate in writing process through prewriting,
first drafts and rewriting stages
- use available computer software programs to improve
sentence and paragraph writing skills
Goal 5: Complete assignments on time.
Steps: - talk about a particular topic or interest area with
another student or adult before beginning a project
- get ideas down in first draft through use of tape
recorder or talking/dictating to another person
Goal 6: Improve study skills:
Steps: - increase amount of time on task in classroom, i.e., use
study carrel or work space separate from group when
necessary
- 2 -
Interpersonal skills:
Goal 1: Improve communication skills at home
Steps: - take assignments & letters home
- share with mother right away
Goal 2: Improve friendship-making skills.
Steps: - work cooperatively on some projects in science
course, i.e. lego logo
- invite 4th grade peer to share interest, play and
social activities
Student's Signature:
Parent's Signature:
Advisor's Signature:
Date:
Personal Growth Plan
Sample # 2
Student Name
Fri, Dec 8, 1989
Strenths and Interests
Sports, when I'm interested in something-how things work, computers,
history. Friendly, curious, outgoing.
Needs
Staying on task, better study habits, listening & respect for peers and
adults.
Plan
Academic skills:
Goal 1: Increase understanding of computer and available software
Steps: - choose a variety of computerized instructional
programs in subject areas such as geography, drawing,
problem-solving etc.
Goal 2: Improve writing skills.
Steps: - enroll in Writing Workshop
- participate in writing process through prewriting,
first drafts and rewriting stages
- use available computer software programs to improve
sentence and paragraph writing skills
- use available computer software programs to develop
keyboarding and word processing skills
Goal 3: Improve study skills:
Steps: - increase amount of time on task in classroom, i.e., use
study carrel or work space separate from group when
necessary
Interpersonal skills:
Goal 1: Improve respect for students and teachers.
Steps: - practice listening skills during large group
instruction
- listen the first time all the way through to adult or
peer
- discuss and negotiate with others rather than
challenge
- decrease frequency of Principal's intervention
- 2 -
Student's Signature:
Parent's Signature:
Advisor's Signature:
Date:
December 14, 1989
Dear Parents:
The results of the November Personal Growth Plan (PGP)
conferences are now in print! Thank you and your child for your willing
participation in this process. I am very happy to be part of this exciting
effort to personalize your child's educational program. Teachers are
currently involved in using the information regarding interests and needs
to plan the curriculum for 2nd semester. You will receive specific
information regarding course offerings and procedures for registration
soon after Winter Break.
Enclosed you will find the following:
- your student's report card
- a current summary of daily progress in reading and math instruction on
the Integrated Learning System (I. L. S.)
- your student's Personal Growth Plan, i.e., interests, needs and goals
selected at the November conference.
Please read and discuss this PGP with your child.
If the plan is okay with you and your child, please sign in the
appropriate places and return it to Jane Barton at Saturn School. I will
sign the plan, return a copy to you and place the original plan in the
student's PGP file.
If the plan is not okay, make the necessary additions, deletions
and/or modifications right on this copy. Return the corrected plan to Jane
Barton at Saturn School. I will make the necessary changes and send the
new plan to you for your approval.
Thanks again for your patience and trust as we develop this unique
aspect of SATURN SCHOOL. If you have any questions about your child's
plan, please call me at 290-8354. I'll return your call as soon as possible.
Jane Barton, Advisor
Group 1
SATURN SCHOOL OF TOMORROW
65 EAST KELLOGG BLVD.
ST. PAUL, MN 55101
(612) 290-8354
February 13, 1990
Dear Parents:
Spring conference time is rapidly approaching! Advisors are eager to meet with each
student and family to review the student's personal growth plan (PGP) developed at the
November conference. Conferences will be held during the day and evening on Tuesday,
February 27 and Wednesday, March 7. Please call Jacqui Caldwell, 290-8354, to schedule
your conference. Again, the best way to prepare for this conference is to spend time talking
with your child about his/her experience at Saturn. Please review your child's Personal
Growth Plan (PGP) with him/her. Complete the attached inventory with your child and bring it
to the conference with you. The inventory will help all of us focus on your child's individual
progress toward accomplishment of his/her goals and objectives.
The Spring PGP conference will include the following:
1. Progress reports: Advisors will share progress reports from the computerized math and
reading instructional programs, progress notes from each course your child has participated in
during this term, and observations related to social and academic development. Parents and
student will be encouraged to share information from the completed inventory to assist in
developing an accurate picture of the progress of the student.
2. Portfolio information: Projects completed this term will be reviewed and placed in a
portfolio. This portfolio will become your child's record of achievement at Saturn. Individual
progress will be measured against the goals and objectives each child has set for him/herself.
3. Modifications to the Personal Growth Plan: Advisor, student and family will share in noting
progress made on the specific goals and objectives for the year. Changes and additions to the
goals and objectives will be made at this time.
We are pleased to be offering classes based on student interests and needs determined at
the November PGP conferences. Encourage your child to continue to share his/her interests and
needs with us. We want to keep our focus on curriculum derived from student interest and
choice. We appreciate this opportunity to share and plan with you and your child.
We are all strengthened by the support, trust and participation of you and your child in
this process we call Saturn School. We look forward to talking with each of you soon.
Sincerely,
Mike Hopkins
Jane Barton
Mark French
David Haynes
PERSONAL GROWTH PLAN INVENTORY Spring 1990
Student Name:
Age:
Parent Name:
Advisor Name:
Date:
REVIEW YOUR PERSONAL GROWTH PLAN (PGP) COMPLETED AT THE
NOVEMBER CONFERENCES AND ANSWER THESE QUESTIONS.
1. What progress have you made toward completion of each of
your goals? (Note the steps indicated for each of your goals.)
Which steps have you completed?
Note your progress on the steps that remain.
2. What goals do you want to change? (Indicate changes here.)
3. What goals do you want to add? (Indicate goal and steps here.)
PERSONAL GROWTH PLAN CONFERENCE Spring 1990
Student Name:
Age:
Parent Name:
Date:
Address:
Phone:
PROGRESS NOTED:
ADDITIONAL INTERESTS/NEEDS:
PLAN FOR:
Academic Skills
Health & Fitness
Interpersonal skills
CHANGES:
ADDITIONS:
PGP PROGRESS NOTE
Sample # 1
Student Name
Mon, Dec 11, 1989 Progress 3/90
Strengths and Interests
Physical education, math concepts, drawing, cooking, go-carts.
Needs
Reading & writing skills, assignment completion, independent work in
class, friendship-making skills.
Plan
Academic skills:
Goal 1: Improve math skills.
Steps: - demonstrate mastery of math concepts/computation
in daily work on I. L. S. at 75-80% level
Progress: Daily work at 76% Completed Level 02EM0106
Goal 2: Improve reading skills.
Steps: - demonstrate mastery of reading
decoding/comprehension in daily work on 1. L. S. at
75-80% level
Progress: Daily work at 87% Completed Level 01ER0707
Goal 3: Learn more about science.
Steps: - enroll in science course
- pursue project in Lego Logo
Progress: Register for Lego Logo 2nd Term
Goal 4: Improve writing skills.
Steps: - enroll in Writing Workshop
- participate in writing process through prewriting,
first drafts and rewriting stages
- use available computer software programs to improve
sentence and paragraph writing skills
Progress: Writing on MAC. Add illustrations 2nd
Term. Use writing sample from 11/89 to write
book with illustrations about favorite things.
- 2 -
Goal 5: Complete assignments on time.
Steps: - talk about a particular topic or interest area with
another student or adult before beginning a project
- get ideas down in first draft through use of tape
recorder or talking/dictating to another person
Progress: Demonstrating responsibility in each class.
Continue goal.
Goal 6: Improve study skills:
Steps: - increase amount of time on task in classroom, i.e., use
study carrel or work space separate from group when
necessary
Progress: Better attending skills noted. Continue
goal.
Interpersonal skills:
Goal 1: Improve communication skills at home
Steps: - take assignments & letters home
- share with mother right away
Progress: Continue goal.
Goal 2: Improve friendship-making skills.
Steps: - work cooperatively on some projects in science
course, i.e. lego logo
- invite 4th grade peer to share interest, play and
social activities
Progress: Has made friends with 4th grade peer.
Continue goal.
3rd Term Registration Suggestions:
Health, Civics, Partnerships.
PGP PROGRESS NOTE
Sample # 2
Student Name
Dec 8, 1989 Progress 3/90
Strenths and Interests
Sports, when I'm interested in something-how things work, computers,
history. Friendly, curious, outgoing.
Needs
Staying on task, better study habits, listening & respect for peers and
adults.
Plan
Academic skills:
Goal 1: Increase understanding of computer and available software
Steps: - choose a variety of computerized instructional
programs in subject areas such as geography, drawing,
problem-solving etc.
Progress: Met 3/90. Remove from plan.
Goal 2: Improve writing skills.
Steps: - enroll in Writing Workshop
- participate in writing process through prewriting,
first drafts and rewriting stages
- use available computer software programs to improve
sentence and paragraph writing skills
- use available computer software programs to develop
keyboarding and word processing skills
Progress: Writing on MAC. Beginning editing and
proofing processes. Continue to Publication 2nd
Term.
Goal 3: Improve study skills:
Steps: - increase amount of time on task in classroom, i.e., use
study carrel or work space separate from group when
necessary
Progress: Continue. Choose work space and partners
carefully.
a
- 2 -
i
Interpersonal skills:
Goal 1: Improve respect for students and teachers.
Steps: - practice listening skills during large group
instruction
- listen the first time all the way through to adult or
peer
- discuss and negotiate with others rather than
challenge
- decrease frequency of Principal's intervention
Progress: Continuous growth noted. Continue first 3
steps. Has had no Principal interventions since
12/89-remove this from plan.
March 30, 1990
Dear Parents:
During our recent Personal Growth Planning (PGP) Conference, you
and your child helped to review progress made on his/her plan developed in
November. I have recorded your child's progress on each goal and also
made 3rd Term registration suggestions. This PGP PROGRESS NOTE is
enclosed. I hope I have been able to capture the spirit of our conference
and to accurately reflect your child's progress at Saturn. As you review
this with your child, be sure to let me know if you want any clarification
or changes. Thank you and your child for your willing participation in this
process.
Enclosed you will find the following:
- your child's report card
- a current summary of daily progress in reading and math instruction on
the Integrated Learning System (I. L. S.)
- progress notes from teachers of 1st Term courses
- your child's PGP PROGRESS NOTE indicating progress made on goals
developed in the November Personal Growth Plan (PGP).
Please read and discuss this PGP PROGRESS NOTE with your
child.
Thanks again for your patience and trust as we develop this unique
aspect of SATURN SCHOOL. If you have any questions about your child's
progress note, please call me at 290-8354. I'll return your call as soon as
possible.
Jane Barton, Advisor
Group 1
Key Differences in the Saturn
Program
A primary program goal is students becoming responsible for
their own learning.
Most learning takes place in mixed age and ability groups.
Textbooks are not used in most classes.
Technology is used as a tool to support learning.
course offerings are developed based on student interest and needs.
A personal growth plan is developed for each student.
Grades are not given. Progress is measured by student attainment of goals.
Instructional focus is on developing learning
processes.
The
Herítage Foundation
Business/Education
INSIDER
How Business Can Reform Education
Educational Choice Gains Ground
Michigan Governor John Engler also
endorses choice. Both were praised
In increasing numbers, business
terested in choice. The Center has
for their support of choice in
leaders embrace educational choice.
logged nearly 1,000 calls from
several of the state's newspapers, in-
Many others, however, fear the
teachers, parents, and businessmen.
cluding the Detroit News.
issue is too controversial for them
Callers generally request informa-
These election victories are timely
to support. Such fears may have
tion about the reform, and span the
boosts for education choice in
been warranted a year ago, when
political spectrum. Significantly,
Michigan, following the formation
national media was rare. But no
many callers explain that they are
last year of a large grass roots coali-
longer. One indication of the
beginning a drive for choice in their
tion that has begun a drive for a
general acceptance of choice is the
communities. One businessman said
state constitutional amendment to
flurry of supportive articles and
he was going to push his school
permit parental choice among all
editorials in major newspapers and
board to endorse the concept, while
the state's schools. The group,
magazines in the past year, from
a teacher said that she is so
TEACH Michigan, is composed of
the New York Times to Business
frustrated with bureaucracy that she
business leaders and prominent
Week. Another is the flood of calls
plans to start her own school. With
members of the state's minority com-
to the new federal Center for
such broad-based support for educa-
munities who believe choice is the
Choice in Education, established by
tion choice, the matter no longer is
key to education reform.
the U.S. Department of Education
controversial. This creative use of
last December to provide informa-
the federal bully pulpit merits con-
tion and assistance for Americans in-
gratulations to those White House
staffers responsible for suggesting
creation of the center. While the
League Endorses
Choice Center still has a few bugs,
Status Quo
VOLUME 8
MARCH 1991
it will be an important addition to
As our response to your en-
the resources available on choice.
The Louisiana League of Women
thusiasm for The Business/
For more information, call the Cen-
Voters is calling for higher spending
ter at 1-800-422-PICK.
Education Insider, as of this
on education, apparently ignoring
the clear evidence that more money
issue it will be doubled in size
does not lead to educational excel-
to four pages. This allows us
lence. In a publication entitled
to offer you more information
Election Victories for
"Educating Our Children Together,
and extra features. We hope
Reform Proponents
How Do We Solve the Puzzle?"
you will find our new format
funded by grants from the state's
One Michigan businessman who
PTA and two teacher unions, the
worth the delay. As always,
decided to make his support of
League says that "excellence re-
editor Jeanne Allen looks for-
education choice a major campaign
quires adequate and reliable fund-
ward to your comments and
issue won a seat on his state's
ing." In a remarkable line of argu-
suggestions for future im-
Board of Education in the Novem-
ment, the League claims that
provements in the Insider.
ber elections. Richard DeVos, Jr.,
reforms such as choice will not
president of the Windquest Group,
work because private schools are
an investment management firm
not "accountable," while the public
based in Grand Rapids, Michigan,
schools are held accountable
won a landslide victory, using
through public budget hearings,
educational choice as his central
state oversight, and other forms of
campaign issue. Newly-elected
public scrutiny.
2
Business/Education
Faulty Assertions. Most parents
Fortune Recognizes Reform
County Circuit Court alleging that
and business leaders would counter
the state's allocation of tax dollars
the League's assertion. There is no
for education violates the state
Fortune magazine evidently is con-
evidence that budget hearings and
cluding that business leaders con-
constitution's guarantee of an effi-
state oversight of the schools have
cerned with education need to focus
cient and high-quality education sys-
ensured quality or that they make
tem. The suit follows similar actions
more on reform and less on raising
public schools responsive to paren-
spending. This is a significant shift.
in eleven states, including Kentucky
tal or teacher needs. The League
and Texas. In these states, the suits
In the past, Fortune's coverage of
recommends "increasing reliance" on
have led to massive, court-ordered
education has criticized reforms
taxes to funnel more money into
tax increases to boost state school
based on choice. Not so at the
the schools. Since Louisiana ranks
magazine's third annual Education
funding.
43rd in state spending for educa-
Summit, held last October in
Rebutting Spending Myth. The
tion, and is below the national
Washington, D.C. The summit in-
Illinois case, however, may take a
average on major test scores, it
cluded a forum for business views
very different turn. The reason: In
might seem reasonable to the
on choice, and took seriously the
an effort to rebut the notion that
League that more spending on
proposition that money is not neces-
spending more money is the way
schools would raise standards. But
sarily the answer to improving the
to achieve better schools, the
studies on school spending con-
schools. Fortune's editors deserve
Landmark Center for Civil Rights, a
ducted within the past two years
kudos for inviting prominent busi-
Washington-based public interest
find no correlation between student
ness leaders espousing choice-based
law firm, last December intervened
achievement and higher spending to
in the lawsuit on behalf of 27 low-
reform to this year's summit; par-
reduce class sizes, raise teacher
ticipants included Dillon, Read &
income Chicago parents and
salaries, or construct new buildings.
children. The Landmark action is
Co. Managing Director Peter
And private schools in America on
Flanigan and Basic American Foods
supported by TEACH America, an
average spend far less per pupil
Chairman Jerry Hume. Attendees
education reform group which is a
than do Louisiana's public schools
were much more critical of the
subsidiary of the business-led City
yet have lower dropout rates and
status quo than in past years, and
Club of Chicago. Landmark argues
much higher student test scores.
that the children of low-income
far more inclined to consider choice
as a reform that may well work for
Chicago families are being cheated
America's schools.
by the poor quality of public school-
Fortune's December 17 issue sum-
ing. In saying this, Landmark agrees
with the contention of those who
The
marizes the themes of the con-
Heritage Foundation
filed the original suit. Where
ference. The January 14 issue,
Landmark differs is in its contention
meanwhile, highlights the Mil-
waukee choice program for low-in-
that more money will not improve
come children and the Department
the quality of education for low in-
come children. Parents thus are
of Education's new choice office.
demanding that they be allowed to
Since Fortune is must-reading for
opt out of poor-performing school
top executives, its reconsidered
districts and be given a choice to en-
views on choice are yet another in-
Business/Education
roll their children elsewhere.
dication of a profound shift of
All of the lawsuits over school
INSIDER
opinion regarding reform among
financing have been brought by the
Jeanne Allen
American business leaders,
schools themselves, in an effort to
Editor
force up taxes to allow for more
Michael J. Mcl aughling
spending on the public schools.
Assistant Editor
Stuart M. Butler
Parents Sue For Vouchers
Thus it is no surprise that the
Landmark intervention is not wel-
Publishers
The Heritage Foundation, 214 Massachusetts Ave,
A major Illinois lawsuit for the
come by Illinois education officials.
N.E., Washington, D.C. 20002; (202) 546-4400;
first time pits two conflicting
Recognizing the significance of the
FAX (202)544-2260 Nothing herein is to be
visions of the future of education
Landmark action, major newspapers
The
the
Forndadog.com
against each other in court. Last
and magazines have covered the
or hinder the passage of any bill before Congress
November, 47 school districts (in-
cluding Chicago) filed suit in Cook
INSIDER
3
suit. Stories have appeared in the
excellent public speaker. Her book
Japanese students, who rank first in-
Chicago Tribune, The New York
is available from the National En-
ternationally in most subjects, give
Times, and elsewhere.
dowment for the Humanities, 1100
themselves a low grade and believe
Business leaders seeking new solu-
Pennsylvania Avenue, N.W.,
they could be performing better.
tions to the education crisis in finan-
Washington, D.C. 20506 (202-786-
While most parents believe that the
cially-strapped states should ex-
0314).
nation's schools deserve a grade C
amine the pioneering legal work of
and below, the same parents give
the Landmark Center for Civil
their own schools grades of A or B.
Rights. (Clint Bolick, the attorney in
To enable parents to evaluate their
the case, can bei reached at 202-546-
Top CEO Urges
schools accurately, O'Neill urges
6045 or at Landmark, 216 G Street,
National Test
Bush to "get engaged in a discus-
sion with the Governors on how to
N.E., Washington, D.C. 20002.)
A top CEO and head of a
get the truth to people we need
presidential advisory group on
to stop pounding ourselves on the
education has recommended that
chest about how great our schools
"The Tyrannical Machine"
George Bush should press for clear
are." The ALCOA chief believes one
achievement testing in schools. Paul
way to do this would be a national
Business executives interested in
H. O'Neill, chief executive officer of
test providing parents and com-
learning more about how to im-
the Pittsburgh-based Aluminum
munities with hard data on student
prove American education should
Company of America, who chairs
achievement.
pick up a copy of Tyrannical
the President's Education Policy Ad-
Potential Danger. Of course there
Machines: A Report on Education-
visory Council, pointed out in a
is a danger, as some critics note,
al Practices Gone Wrong and Our
council meeting in January that
that a national test would lead to a
Best Hopes for Setting Them Right,
there are no tests that "tell you how
national curriculum. While few
by National Endowment for the
your children do in comparison to
reformers want the federal govern-
Humanities Chairwoman Lynne
international standards" of achieve-
ment to intrude further in educa-
Cheney. The title comes from
ment. In saying this, O'Neill decries
tion, reformers who support nation-
Philosopher William James' charac-
the lack of education standards.
al testing argue that it would estab-
terization of practices begun with
The only national test of student
lish standards, but not impose
the best of intentions, but that are
achievement in America is the Na-
methods and rules on how a lesson
soon "detached from their original
tional Assessment of Educational
must be taught, or its content. O'-
purpose and even run
Progress (NAEP), which assesses the
Neill and others believe that
counterproductive to them." Cheney
achievement level of 9-, 13-, and 17-
without standard achievement tests
writes that "Tyrannical machines
year-olds in ten subject areas. The
it is impossible to know whether
dominate American education and
test, however, does not establish a
any reform is actually producing
have contributed to its failures." She
base standard of achievement and
results.
reviews the effects of teacher educa-
thus fails to compare what students
tion, textbooks, testing practices and
know with what they should know
Alert : Plans are now complete for
research on America's schools. She
at these age levels. Federal law, fur-
the Philadelphia conference, "How
then offers thoughtful analysis of
thermore, restricts publication of
Business Can Save Education," on
several education issues. In discuss-
NAEP data at the school, district or
April 24. This Heritage event is the
ing choice, for instance, Cheney
state level. The test thus does not
second in a series of state-based con-
points out that "healthy competition
allow parents to determine if their
ferences targeted to the business
is anathema to tyrannical machines."
children are learning what they
community. Among the featured
She argues that choice by itself can
should or to see how their school
speakers are Brookings Institution
spark other reforms in the way
or state compares with others.
Scholar John Chubb, Hudson In-
children are taught. And on higher
Subjective Evaluations. American
stitute Senior Fellow Denis Doyle,
education, Cheney bemoans the
students, as a group, consistently
former Delaware Governor Pete du
"publish or perish" mentality of
score below their international
Pont, and Milwaukee choice plan
today's university. After reading
counterparts on all measures of
author State Representative Polly
Tyrannical Machines, business
academic achievement. Yet, when
Williams. Contact the BEI Editor for
leaders may consider inviting
asked how well they think they per-
further information.
Cheney to address their next round
form, American students rank their
table or city club meeting. She is an
performance above average.
4
Private Sector Initiatives
provide instruction in public and
New From Heritage
in Education
private schools). The brainchild of
Ted Kolderie, a Senior Associate at
"Choice in Education: Part II;
One of the nation's largest districts
the Minneapolis-based Center for
Legal Perils and Legal Oppor-
is experimenting with a very dif-
Policy Studies, his program has
tunities." In this Backgrounder #809,
ferent form of "public school." Dade
sparked several groups of private
Clint Bolick, Director of The
County, Florida, hired Education Al-
practitioners across the country. Ex-
Landmark Legal Foundation's Cen-
ternatives, Inc., a Minneapolis-based
ample: in Milwaukee, approximate-
ter for Civil Rights, explores the
private, for-profit company, to
ly 50 former teachers and other
legal implications of choice plans,
operate the county's newest public
professionals have formed the
and recommends actions that can
elementary school. The firm will set
American Association of Educators
help ensure the viability of legisla-
its own curriculum and enter into
in Private Practice; they contract
tion. Bolick's Part I, published last
performance contracts with each stu-
with local schools to teach certain
spring as Backgrounder #760 is an
dent. Significantly, the firm also has
courses, like science. While teacher
overview of educational choice and
a waiver from the district's teacher-
unions have vowed to fight private
provides evidence of its success.
union contract, permitting it to hire
contracting, supporters claim it will
"A Businessman's Guide to the
first-year graduate students from a
help bring quality education back to
Education Reform Debate," Heritage
local university as teachers. Joseph
American schools by breaking the
Backgrounder #801, debunks some
Fernandez, now Chancellor of New
education establishment's monopo-
of the most common myths of
York City schools, initiated this new
ly. Kolderie's ideas are explained in
education reform and suggests ways
venture when he was Miami Super-
the Washington, D.C.-based Progres-
business can improve education by
intendent; he is reportedly consider-
sive Policy Institute's Policy Report
avoiding mistakes of past reform ef-
ing a similar experiment in New
#8, entitled "Beyond Choice to New
forts. The guide summarizes the
York. While the Miami project has
Public Schools: Withdrawing the Ex-
latest research on education reform
some problems, such as high costs,
clusive Franchise in Public Educa-
and is intended to arm business
it is an experiment worth watching.
tion." Write PPI at 316 Pennsylvania
leaders with the data to improve
The Miami venture is the latest
Avenue, S.E., Suite 555, Washington,
education.
of several private sector experiments
D.C. 20003 (202-547-0001).
Both studies may be obtained
in public education. In Chicago,
from The Heritage Foundation's
firms such as Sears, Roebuck and
Publications Office.
Company and The Quaker Oats Cor-
poration joined to start their own
"public" school in 1988, targeted to
the educational and social needs of
disadvantaged children. Called the
Corporate/Community School of
SPEAKER'S CORNER
America, it operates 12 hours a day,
Useful information on the status and quality of American teachers:
providing children with meals,
education, and other social services.
According to the Washington, D.C-based National Center for
The school is the result of business
Education Information's Profile of Teachers in the U.S.-1990,
leaders' frustration over the
one - third of all alternatively certified teachers hired since 1985
problems plaguing Chicago public
are willing to teach in the inner city while only 12 percent of
schools. Joseph Kellman, owner of
those from traditional programs are willing to do so.
Globe Glass and the school's
The same study finds that since 1985 only 5 percent of the
primary sponsor says that he wants
teachers hired through traditional teacher education programs
to show the public schools that "it
are minority, while 27 percent of the teachers hired through
[a, successful school] can be done."
alternative routes are. Yet education officials continue to op-
Contract Teachers. Another busi-
pose alternative routes.
ness lesson at work is teachers in
Among all teachers surveyed, 84 percent support giving teachers
"private practice" (who contract to
more autonomy in what they teach but only 21 percent support
the idea of "letting"the market Idetermine
Saturn School of Tomorrow
COURSE DESCRIPTION BOOKLET
APRIL, 1991
St.
PAUL
LIFELONG LEARNING
PUBLIC SCHOOLS
BOARD OF EDUCATION
Margo Fox, Chairperson
Claudia Swanson, Vice-Chairperson
Bill Finney, Clerk
AI Oertwig, Treasurer
Bill Carlson, Director
Becky Montgomery, Director
Eleanor E. Weber, Director
ADMINISTRATION
Dr. David A. Bennett
Superintendent of Schools
Dr. David W.M. Frye
Associate Superintendent
Curriculum and Instruction
Dr. Curman L. Gaines
Associate Superintendent
Administrative Services
Jerald R. Shannon
Director of Elementary
Curriculum and Instruction
Mary Mackbee
Director of Secondary
Curriculum and Instruction
Bernard Dailey
Director of Special Education
Curriculum and Instruction
Lyle K. Swanson
Director of Community Education
TABLE OF CONTENTS
GENERAL INFORMATION
1
COURSE DESCRIPTIONS
Advisory, Lunch Activities, Writing
2
Reading and Math or ILS
3
Periods A1 and A2
4
Lunch Activity Period
7
Period B
8
Period C
9
REGISTRATION FORM: Parent/student copy
11
REGISTRATION FORM: School copy
12
- i -
GENERAL INFORMATION
Saturn School continues its second year with courses based
on the interests and goals expressed in students' Personal
Growth Plans (PGPs).
Saturn moved to its new site at 65 E. Kellogg on Monday, January 7, 1991.
The remainder of the academic year consists of one (1) Term
approximately 45 days long and one final Summer Term of approximately 3
weeks. School ends for Saturn students Friday, June 28.
This Course Description Booklet contains information needed to register
for courses for the 4th Term: April 2 - June 7. 1991.
Please read this booklet carefully. Consult your Personal Growth
Plan (PGP) and discuss your options with family members and/or Advisor.
Courses required each term:
I. L. S., or reading and math courses that meet this requirement.
Writing Workshop or a course that meets the writing requirement.
Electives offered this term:
See Course Descriptions on pages 2 - 10.
REGISTRATION CHECKLIST:
1. Circle your IDEAL schedule for the full day on the registration
form on page 11.
2. Enter your second (2nd) choice for each period in space at far
right of the schedule.
3. Keep this copy for your records.
4. Copy your IDEAL schedule and your 2nd choices on the
registration form on page 12. Parent signature required.
5. Detach and return the registration form on page 12 to your
Advisor by Friday, March 15,1991.
- 1 -
ADVISORY & LUNCH ACTIVITIES
WRITING
Required each Term:
Advisory Group: All students begin each day with their Advisor.
Information about the content of this first period course will be sent
home by Advisors at the beginning of each Term.
Lunch Activities: All students will have a lunch activities period.
Students sign up by circling the lunch activity of their choice on the
registration form. Please indicate a second choice also. Descriptions of
the lunch activities are found on page 7.
WRITING: Students will participate in the writing process as an
integrated activity in many of their other courses. This involves
prewriting, drafting, conferencing, revising, editing and publishing.
Grammar, spelling, punctuation and other language arts mechanics will be
integrated into the revising and editing process. Available technologies
will be used in the revising, editing and publishing process.
Attention: Students are to meet their writing requirement by signing up for one
of the following:
Period A1: Writing Workshop
Period A2: Reading Allowed
Reading Allowed
Period A1&A2:
Exploring Our World
Drawing & Painting from Nature
Period B: The Marketplace
Period C: Small Group Math/Reading the Classics
Lit.-based History/ILS
- 2 -
READING AND MATH OR ILS
Required each Term:
MATH & READING: It has become clear as our program develops
that there are a variety of needs and interests among students concerning
math and reading. In previous terms, these subjects were taught on
computer using Integrated Learning System software and in specific
courses like Manipulative Math and Literature-Based Reading, as well as
being part of classes on other topics. This term we are working on
integrating the ILS system into classes and offering options to fit
individual students. Each student continues to be required to take some
form of math and reading, and this may include work on the ILS, but it
does not have to include a whole period in the lab.
Attention: Students can meet their reading or math requirement by
signing up for the following courses.
Periods A1 & A2: Math: Conquering Whole Numbers
Reading & Writing: Reading Allowed
Period A2:
Algebra & Geometry
Period C:
Small Group Math/Reading the Classics
ILS/Number Sense
ILS: Students may meet their math and reading requirements by
taking an ILS period as they have in previous terms. Skills and concepts
instruction, practice and evaluation in reading and math delivered at each
student's individual level through the use of Josten's Integrated Learning
System and Computer Curriculum Corporation's Computer Assisted
Instruction.
Attention: Students can meet their reading and math requirement by
signing up for one of the following courses that Includes ILS:
Period B: The Marketplace
Period C: ILS/Number Sense
Lit.-based History/ILS
- 3 -
PERIOD A1 AND A2
PERIOD A1
Shake, Rattle and Roll: Telecommunications Hypercard Geography: Study
geography by telecommunicating with the US Geographical Service to plot earthquake data and
create hypercard presentations. Students will utilize research skills and learn to add sound,
graphics and video to their presentations. This class will explore science, geography, social
studies, multimedia and telecommunications.
Conquering Whole Numbers: Math: This class will focus on the processes of
describing, classifying, comparing, and patterning as a means to understanding subtraction,
multiplication, division and general problem solving. We will explore attributes like shape,
angle, and parallelness and use them in creating geometrical designs. This course includes
ILS.
Reading Allowed: Reading & Writing: Students will read books such as: The Dark
is Rising, Roll of Thunder Hear My Cry, The Pinballs, Dear Mr. Henshaw, My Side of the
Mountain, Number the Stars, The Indian in the Cupboard, Stuart Little, James and The Giant
Peach, The Borrowers . Students may form reading teams and take turns reading aloud.
Students will be involved in a variety of writing assignments such as writing a summary or
review of the book and presenting it to the class. Presentations may include "dramatic
readings" of selections from the books read. Teacher and students will also discuss and select
activities to improve spelling. This course includes ILS and meets the writing
requirement. (Also offered Period A2)
The Write Stuff: Writing Workshop: Students will participate in the writing
process. This involves prewriting, drafting, conferencing, revising, editing and publishing.
Grammar, spelling, punctuation and other language arts mechanics will be integrated into the
revising and editing process. Available technologies will be used in the revising, editing and
publishing process.
Introduction to Keyboard: Using the Casio CT-470 students will create music of
their own as well as learn to re-create music of others by rote and with beginning note reading.
They will also explore the connections between the electronic keyboard and the Macintosh
computers.
Swimming: Students will learn Red Cross swimming strokes. Water safety techniques
and various water activities will be covered. Class size is limited to 30 students. Please
note: Students who signed up for swimming last term will get first chance at entering the
swimming classes. If the pool is not ready for this term, the class will be held in the gym. We
will play games such as badminton, capture the flag, elbow tag, scooter activities and many
other games. THIS IS NOT A TEAM SPORTS TYPE CLASS. (Also offered Period A2)
- 4 -
PERIOD A2
Reading Allowed: Reading & Writing: Same as course offered Period A1
Swimming: Same as course offered Period A1
Algebra and Geometry: This course will explore mathematical concepts related to
algebra and geometry such as factoring, solving equations, measurement, polygons and problem
solving. Students will work on class activities, computer applications in the Apple II GS lab,
and may work on the Integrated Learning Systems in the areas of middle school math and algebra
topics.
Pieces and Parts: Math: In addition to developing advanced multiplication and
division skills, students in this class will use materials to understand fraction and decimal
concepts. We will also work with the attributes of length, weight, and volume and how they are
measured. This course includes ILS.
Out Here on My Own: Independent Study: This class presents unlimited
opportunities for students to use their skills, explore their ideas, and find new interests. With
the help of the instructor, each student will plan and complete one major project of their own
choosing. During the independent study period, students may choose to work on their project, or
they may work on prepared individual and small group projects. These include Futures study
center, Geothemes, the Voyage of the Mimi, Sunburst Newbery Adventures and interactive video
discs.
French: Parlez-vous français? Would you like to learn? Travel around the world and
study the language, geography, artists, and foods of French-speaking countries. The focus of
this course will be learning basic vocabulary and sentence structure along with other cultures.
This course will include opportunities for cultural-related fieldtrips.
- 5 -
Period A1 and A2: Two courses are offered both periods.
They are:
Drawing & Painting from Nature: Art at the MMA & Saturn:
Spring is just around the corner! Now you can explore, draw and/or paint nature and wildlife
whether it be landscapes, plants, flowers, animals or birds. You will explore various
techniques and materials, practice in the style of your favorite artist(s) and interpret your art
through written stories. We will have the opportunity to take field trips to nature centers to do
outside sketches and/or drawings and paintings.
At the MMA, students will tour at least 2 exhibitions, BODY LANGUAGE and THE
FIGURE IN AMERICAN ART, learn how we reside in our own bodies within the larger world;
and learn to communicate feelings and thoughts to others through artmaking of combining
painting, drawing, and sculpture. Each Saturn artist will make choices about which material to
use and means of expression. This course meets the writing requirement.
Exploring our World: Through field experiences to Wilder Farm, Horner Waldorf
recycling plant, Fort Snelling State Park, the farmer's market and other places we will strive
to understand how we make a difference on this planet. We will learn to appreciate the
contributions of others. A school store providing alternative products will be one of our goals.
We will also develop an awareness of the food we eat and it's impact on how we feel.
A bi-weekly newspaper will be a group record of our experiences and feelings. Personal
journal keeping and letter writing skills will be developed. Other possible forms of
communication will be explored; photograghy, cartooning, or video.
Together we will begin to see the "big picture" of woman/mankind as co-inhabitants of
this planet. (This course meets the writing requirement.)
Period A2 and Lunch: One course is offered during Period A2 and
continued as a Lunch Activity. If you register for this class for
Period A2, you do not need to pick a lunch activity.
Down the Drain: Internship at SMM: Is your mind in the sewer? If you
answered yes, then this class is for you. Students will investigate the water quality in St. Paul's
rivers, lakes, and storm sewers and will present their findings to Science Museum visitors.
Saturn students will become part of the Science Museum volunteer staff and
will use the Tozer classroom for activities and a new laboratory in the Our
Minnesota exhibit for sharing with visitors. Students interested in this opportunity
need to pick up an application from Mark French and return it by March 15. 1991. Interested
students will be interviewed by Saturn School and Science Museum staff. (This class is
limited to 12 people and will also Include the lunch activity)
- 6 -
LUNCH ACTIVITIES
Mac Lab: During this lunch activity you will have the opportunity to independently
explore Macintosh applications such as word processing, hypercard, and computer games.
Working with a partner, you will be expected to cooperate with others.
Apple IIGS Lab: If you are interested in exploring Apple IIGS software, join the Apple
lab lunch activity. You may take some time to learn about the MECC and Sunburst software on
the network, or try out other graphic or animation software.
Coop: In the Coop lunch activity you will have the opportunity to work on independent
exploration, continue Student Directed Learning projects, or use the time as best suits your
needs.
Organized Games: In this lunch activity you may be playing football or basketball in
the gym. There will also be opportunities for you to play other types of games.
Movies: In this lunch activity you will be watching video movies. The selection of
movies will be made by the students with input from the instructors. Some recent titles
include: Problem Child, Time Bandits and Rain Man.
Jewelry Making: Create one of a kind jewlery for yourself and your friends. We will
begin by designing jewelry to be made with clay, cardboard and paint. Based on student interest
and need, other media will be explored.
Cartooning: In this lunch activity there will be a variety of "How to" cartooning books
available for you to use to learn how to draw cartoon figures. Students who "master" the
drawing of the cartoon figure or who invent their own are welcome to teach the rest of the group
(including the teacher) how to draw it. You may make comic strips, your own comic books,
political cartoons, etc.
Calligraphy: During this lunch activity you will learn calligraphy, artistic lettering.
It can add beauty, grace and tasteful ornamentation to the traditional letterforms. It is truly a
fine art, pleasing to the beholder and enriching to those who practice it. This is open to new
students and some advanced calligraphers.
Internship at SMM: Please note: If you registered for the Science Museum
Internship Period A2, you do not need to select a lunch activity.
- 7 -
PERIOD B
Super Logo: Have you ever wanted to make something that did just what you told it to
do? This course lets you make machines and write computer programs that follow your
instructions. You will learn to create computer programs which combine LogoWriter's word-
processing, graphics, animation, music and interactive programming capabilities. In addition,
you will learn to write computer programs to control machines built with LEGO blocks, gears,
pulleys, motors and sensors. New students can learn the basics, while experienced students take
on advanced projects. This class presents an opportunity to learn planning and problem-solving
skills while working on both Lego and Logo projects.
Plants: Science at the SMM: Learn about plants-inside and out. We will take a
close-up look at plants and their parts to discover how they work. We will also see how plants
fit together with other plants and animals into ecosystems. Grow your own plants and mold
gardens. Visit some of Minnesota's native habitats such as marshes, forests, prairies, and
maybe a bog. You may have a chance to do a service project such as planning a garden for Saturn
or the Science Museum.
The Marketplace: A Consumer Life, Business Education and Life Skills Project:
This Project will be team directed and planned by a dozen members of the Saturn staff.
Circle this course on your registration form and have the opportunity to:
- Create your own businesses and market the products
- Learn about advertising and propoganda techniques
- Practice applied mathematics; learning how to make budgets, balance checkbooks,
adapt recipes
- Investigate the business world through projects, reports and site visits
- Manage an imaginary stock portfolio
- Learn about proper nutrition and the skills needed to prepare food
- Keep journals and write stories about experiences
- Participate in the Junior Achievement Business Basics program
- Become better consumers by investigating consumer products
- Do many other things as well
This course meets the ILS and writing requirement.
- 8 -
PERIOD c
Computers in the World of Art: Use computers as an art tool and find out their
potential for exploring creative expression and creating new visual images. Discover how
computers are used by graphic designers for creating graphics, particularly in business and
industry, and for the creation of special effects and animation. You'll be given problems to solve
such as: design a poster advertising a play at a local theater, develop a travel brochure, make a
sign for a new organization or business. You come up with a design solution by combining
visual and verbal elements through visualization and sketching. You will prepare your product
for printing, broadcasting, etc.
Chemistry and Biochemistry: Science at SMM: This course will cover some of
the basic concepts of matter, chemical reactions and how chemistry shapes the world in which
we live. We will investigate the chemistry of life, learning some of the basics of how living
organisms use chemicals (food, air and water) to make other chemicals and energy. We will do
some lab experiments, reading and writing on the subject.
Small Group Math/Reading the Classics: Students in this class will work on a
variety of math topics in a smaller class setting--suitable for those who need more
individualized help. The class will also read the following Step Up Classics: King Kong, Dracula,
20,000 Leagues Under the Sea, Frankenstein, Dr. Jekyll and Mr. Hyde, Mysteries of Sherlock
Holmes and The Vampire. Students, with the instructor, will read one classic a week. When
possible, the movie version of the classic will be viewed by the class. Writing assignments will
be derived from the stories and will be highly motivational. Students and teacher will discuss
and decide upon activities to improve spelling and language arts skills.
This course meets the reading and math and writing requirement.
ILS and Number Sense: Math: This course will focus on developing deeper
understandings of basic operations, fractions and decimal concepts as well as working with
ratios, percents and probability. This course meets the ILS requirement.
ILS and Literature-based History: Young People of Courage: In this course
you will be reading and discussing historical fiction about the lives of courageous young people.
Teachers will lead discussion groups and mini lessons to introduce a variety of time periods
from differing perspectives. Students will research information for independent or group
history projects. Each student will also be required to keep an ongoing reactionary journal.
Possible books will include: Sadako and the Thousand Paper Cranes, Amos Fortune: Free Man,
Eighth Moon, The Double Life of Pocahontas, and Across Five Aprils and other books that look at
the lives of young people during the Civil War Period and slavery, WWII, and the Cultural
Revolution in China. This course Includes ILS and meets the writing requirement.
- 9 -
Period c Continued:
Physical Education & Health: This course will include physical activities along
with fundamental skills needed to participate in team sports. This class is recommended for
those who are NOT READY FOR TEAM SPORTS ACTIVITIES. THIS CLASS SHOULD BE TAKEN PRIOR
TO TEAM SPORTS. The HEALTH and WELLNESS aspect of the course will involve studying first
aid, safety, drug education, nutrition, physical fitness concepts, and body functions.
Athletics at Monroe: Girl's softball & boy's baseball are the two sports in season
this term. They are open to 6th and 7th grader's only. They will take place at Monroe
Community School. You may sign up for Athletics as your Period C course. A parent permission
form and a physical are required to participate. The season will start on April 1st and run
through May 23rd. See John Valdez before signing up for this class.
- 10 -
Student Name
Parent/Student Copy
Parent Signature
Keep for your records
REGISTRATION FORM
2ND
PERIOD
CHOICE
ADVISORY
1
Shake,
Conquering
Drawing
Rattle
Whole
Reading
Writing
&
A-1
and
Allowed
Workshop
Keyboards
Swimming
Numbers
Painting
Roll
from
Nature
Exploring
Our
Algebra
Pleces
Reading
Ind.
A-2
&
Swimming
Saturn
World
&
French
Allowed
Study
&
Parts
Science
Geometry
MMA
(Intern-
ship)
LUNCH/
at
Jewelry
SMM
ACTIVITIES
Mac Lab
Apple IIGS Lab
Coop
Org. Games
Movies
Cartooning
Calligraphy
Making
Science
Economics-The Marketplace:
Super
(Plants)
A Consumer Life,
B
Logo
at
Business Education
SMM
&
Life Skills Project
Computers
Science
Sm. Group
In the
(Chemistry)
Math
ILS
Lit. Based
Phy. Ed.
World
at
&
&
History
&
Athletics
c
of
SMM
Reading
Number
&
Health
Art
the
Sense
ILS
Classics
Circle your ideal schedule for a full day.
Notice some courses are two periods in length.
Remember: -choose one course that meets the writing requirement.
Indicate your second choice for each period in the far right column.
-choose one course that meets the ILS or Reading & Math requirement,
SATURN SCHOOL COPY--RETURN BY FRIDAY, MARCH 15, 1991
Student Name
Advisor
Parent Signature,
Date returned
REGISTRATION FORM
2ND
PERIOD
CHOICE
ADVISORY
1
Shake,
Conquering
Drawing
Rattle
Whole
Reading
Writing
&
A-1
and
Allowed
Workshop
Keyboards
Swimming
Numbers
Painting
Roll
from
Nature
Exploring
Our
Algebra
Pieces
&
Reading
Ind.
A-2
Swimming
Saturn
World
&
French
Allowed
Parts
Study
&
Science
Geometry
MMA
(Intern-
ship)
LUNCH/
at
Jewelry
SMM
ACTIVITIES
Mac Lab
Apple IIGS Lab
Coop
Org. Games
Movies
Cartooning
Calligraphy
Making
12
Science
Economics-The Marketplace:
Super
B
(Plants)
A Consumer Life,
Logo
at
Business Education
SMM
&
Life Skills Project
Computers
Science
Sm. Group
in the
(Chemistry)
Math
ILS
Lit. Based
Phy. Ed.
World
at
&
&
History
&
Athletics
of
SMM
Reading
Number
&
Health
c
Art
the
Sense
ILS
Classics
Circle your ideal schedule for a full day.
Notice some courses are two periods in length.
Remember: -choose one course that meets the writing requirement.
Indicate your second choice for each period in the far right column.
-choose one course that meets the ILS or Reading & Math requirement.
May 17, 1991
MEMORANDUM
TO:
TONY SNOW
MARY KATE GRANT
FROM:
CAROLYN CAWLEY
RE:
PREADVANCE TO ST. PAUL, MN
Events:
Visit Saturn School of Tomorrow
Speech in front of the St. Paul Public Library
Date:
Wednesday, May 22
Time:
Approximately 1:45 p.m.
Attendees:
Approximately 1,000
Prompter:
Yes
SATURN SCHOOL OF TOMORROW, ST. PAUL, MN
Basic Information (( See attached summary as well ))
-- Model of choice schools in Minnesota
-- A magnet school in the city public school system.
Parents shop around to find the school most suited to their
child -- students are picked by lottery. No academic
criteria -- has a very diverse student body. About 40%
minority population.
+- It was formed by a collaborative effort of the teachers
union, parent, and business community.
-- Only one of its kind in the nation
-- The school just opened in January. Currently serves
grades 4-7 -- plans to add up to grade 12
100% attendance at PTA meetings.
About the curriculum
-- a "break the mold" teaching model
-- an integral part of the schools rationale is its
downtown location. It's aim is to include downtown
resources -- IE: art classes are held at the museum,
science classes are held at the science museum, reading
is taught at the public library. These are not field trips,
but alternative classrooms.
-- students are grouped by interest and individual ability
rather than grade level. Each student develops a personal
growth plan in conjunction with his or her teacher and
parents; it consists of decisionmaking in their class
schedule and what they want to take -- lessons in goal
setting. They are not graded.
-- the architecture of the place is very modern, wide open
spaces for "group" stuff. Very non traditional. Each room
has a computer for each student, and they are all proficient
users. They learn the traditional lessons -- math,
geography, etc. with new fangled computer programs with
color and sound. They say the stuff is "technology
intensive, but not technology intrusive." It has been fully
financed with public school funds.
-- the school slogan, which advance discussed as the
backdrop: "High Tech. High Teach. High Touch."
-- computer designed signs hang all over the hallways:
"Respect All People at Saturn".
THE SPEECH
The speech will be delivered on the steps/lawn of the St.
Paul Public Library. It faces the Mississippi River and
Pigs Eye Island, the first settlement of St. Paul.
There was some concern about an explicit Presidential
endorsement of this school. While it does exemplify school
choice and new teaching methods (preparing students for a
technology oriented world, etc.), some of their ideas were
considered a bit radical
and because it has only been in
existence a short time, they have no track record.
The President will visit 3 rooms at the school -- watching a
computer design for moveable Lego projects, and
participating in a classroom brainstorming session done via
computers. He will then go the Library, a few blocks away
to deliver the speech. It is suggested that he not detail
the school as much as national education -- perhaps
referring to his visit at the school in a rather benign way,
then go on to the big picture.
Factcheck Retail
TS: Commerce
-Boston ex.
- -Balaridge Award
Saturn
April 18
NBC Affiliates - 1½ on crimping / 100 days (Mar6)
TONY 377-8181
Vilmail
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exp of gls - 1990: 672.8
current $
auto uns parts and dur supplies
89: 89:626.
88:548
> 100B in / yr
87449
86:396
OR$300B in 5 Yrs.
85 -90
85:370
81 To 4
84:38
= 1/m of is economy
83:352
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V6081
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IH
Respectfully
Quoted
A Dictionary of Quotations
Requested from the
Congressional Research Service
edited by Suzy Platt
Congressional Reference Division
PROPERTY OF
LIBRARY
EXECUTIVE OFFICE OF
THE PRESIDENT
LIBRARY OF CONGRESS . WASHINGTON . 1989
Action
1
I do not believe in a fate that falls on men however they act; but I do believe in a fate
that falls on them unless they act.
G. K. CHESTERTON, Generally Speaking, chapter 20, p. 137 (1929).
2
A man who waits to believe in action before acting is anything you like, but he's not
a man of action. It is as if a tennis player before returning a ball stopped to think about his
views of the physical and mental advantages of tennis. You must act as you breathe.
GEORGES CLEMENCEAU, conversation with Jean Martet, December 18, 1927.-Cle-
menceau, The Events of His Life as Told by Himself to His Former Secretary, Jean Martet,
trans. Milton Waldman, chapter 11, p. 67 (1930).
3
When a man asks himself what is meant by action he proves that he isn't a man of
action. Action is a lack of balance. In order to act you must be somewhat insane. A
reasonably sensible man is satisfied with thinking.
GEORGES CLEMENCEAU, conversation with Jean Martet, January 1, 1928.-Clemen-
ceau, The Events of His Life as Told by Himself to His Former Secretary, Jean Martet,
trans. Milton Waldman, chapter 12, p. 78 (1930).
4
Come! Let us lay a lance in rest,
And tilt at windmills under a wild sky!
For who would live SO petty and unblest
That dare not tilt at something ere he die;
Rather than, screened by safe majority,
Preserve his little life to little end,
And never raise a rebel cry!
JOHN GALSWORTHY, "Errantry," stanza 1, The Collected Poems of John Galsworthy,
p. 1 (1934).
5
I find the great thing in this world is not so much where we stand, as in what
direction we are moving: To reach the port of heaven, we must sail sometimes with the wind
and sometimes against it,-but we must sail, and not drift, nor lie at anchor.
OLIVER WENDELL HOLMES, The Autocrat of the Breakfast-Table, p. 93 (1891).
Josephus Daniels, ambassador to Mexico, sent this quotation to President Franklin
D. Roosevelt, January 1, 1936, in a note of New Year greetings, with this comment: "Here
is an expression from Holmes which, if it has missed you, is SO good you may find a use for it
in one of your 'fireside' talks."-Roosevelt and Daniels, ed. Carroll Kilpatrick, p. 159 (1952).
6
The point I wish to make is this: [President William] McKinley gave Rowan a letter
to be delivered to Garcia; Rowan took the letter & did not ask, "Where is he at?" By the
Eternal! there is a man whose form should be cast in deathless bronze & the statue placed
in every college of the land. It is not book-learning young men need, nor instruction about
this and that, but a stiffening of the vertebrae which will cause them to be loyal to a trust,
to act promptly, concentrate their energies: do the thing-"Carry a message to Garcia!"
ELBERT HUBBARD, "A Message to Garcia," originally published without title in Hub-
bard's magazine, The Philistine, March 1899, p. 110, and later widely reprinted and distrib-
uted.
The message "asked the Cuban insurgent general how much coöperation our army
could hope for from his forces in the forthcoming campaign against the Spaniards in Cuba.
His reply, with its accompanying plans and military information, was of the greatest infor-
3
Censorship
hold, I would regret in a crisis like the one through which we are now passing to lose the
more di
benefit of patriotic and intelligent criticism.
manner
President WOODROW WILSON, letter to Arthur Brisbane, April 25, 1917.-Ray Stan-
also to
nard Baker, Woodrow Wilson, Life and Letters, vol. 6, p. 36 (1946).
fitted ]
barbar
Certainty
Thoma
172 There is no such uncertainty as a sure thing.
The ins
Attributed to ROBERT BURNS. Unverified.
179
Chance
a small
genera
173 Chance is the pseudonym of God when he did not want to sign.
(Le hasard, c'est peut-être le pseudonyme de Dieu, quant il ne veut pas signer.)
sity of
THÉOPHILE GAUTIER.-Théophile Gautier, Jules Sandeau, Mme. de Girardin, and
112, p.
Méry, La Croix de Berny, p. 29 (1895).
The four authors used pseudonyms to write the letters which compose the book.
180
Gautier wrote the letters signed Edgard de Meilhan.
174 In the fields of observation chance favors only those minds which are prepared.
181
LOUIS PASTEUR, inaugural lecture as professor and dean of the faculty of science,
University of Lille, Douai, France, December 7, 1854.-A Treasury of the World's Great
Speeches, ed. Houston Peterson, p. 473 (1954).
Change
Works
175 When it is not necessary to change, it is necessary not to change.
182
howeve
LUCIUS CARY, VISCOUNT FALKLAND, "A Speech Concerning Episcopacy," delivered in
change
1641.-Falkland, A Discourse of Infallibility, p. 3 (1660).
idea of
While the exact date and audience of this speech are uncertain, the speech is known
idea of
to deal with the Root and Branch Petition, which proposed doing away with bishops in the
tions. I
church (the episcopal system). Some historians consider this issue as the beginning of the
worse t
definition of parties in Parliament.-J. A. R. Marriott, The Life and Times of Lucius Cary,
tionary
Viscount Falkland, pp. 179-80 (1907).
entirely
"the re
176 In a progressive country change is constant;
change
is inevitable.
nothing
well be
BENJAMIN DISRAELI, speech on Reform Bill of 1867, Edinburgh, Scotland, October
29, 1867.-Selected Speeches of the Late Right Honourable the Earl of Beaconsfield, ed. T.
E. Kebbel, vol. 2, part 4, p. 487 (1882).
The Un
177 There is a certain relief in change, even though it be from bad to worse! As I have
often found in travelling in a stagecoach, that it is often a comfort to shift one's position, and
183
be bruised in a new place.
civilizat
an arro
WASHINGTON IRVING (Geoffrey Crayon, pseud.), Tales of a Traveller, Preface, p. 7
(1825? reprinted 1972).
the sym
those p
178 I am not an advocate for frequent changes in laws and Constitutions. But laws and
reveren
institutions must go hand in hand with the progress of the human mind. As that becomes
anarchy
38
39
Kentucky
The landscape is the grandest-
And politics-the damnedest
In Kentucky.
JAMES H. MULLIGAN, "In Kentucky," stanza 7.-John W. Townsend, "In Kentucky"
and its Author, "Jim" Mulligan, pp. 8-9 (1935).
Kings
965 His hands would plait the priest's guts, if he had no rope, to strangle kings.
(Et ses mains ourdiraient les entrailles du prêtre,
Au défaut d'un cordon pour étrangler les rois.)
DENIS DIDEROT, "Les Éleuthéromanes," Poésies Diverses, p. 16 (1875).
Another version frequently cited is: "Let us strangle the last king with the guts of
the last priest." (Et des boyaux du dernier prêtre / Serrons le cou du dernier roi.)-
Attributed to Diderot by Jean-François de La Harpe, Cours de Littérature Ancienne et
Moderne, vol. 3, book 4, chapter 3, p. 415 (1840).
Knowledge
966 The trouble with people is not that they don't know but that they know so much
that ain't so.
Attributed to JOSH BILLINGS (Henry Wheeler Shaw) by The Oxford Dictionary of
Quotations, 3d ed., p. 491 (1979). Not verified in his writings, although some similar ideas
are found in Everybody's Friend, or Josh Billing's Encyclopedia and Proverbial Philoso-
phy of Wit and Humor (1874). Original spelling is corrected:
"What little I do know I hope I am certain of" (p. 502).
"Wisdom don't consist in knowing more that is new, but in knowing less that is
false" (p. 430).
"I honestly believe it is better to know nothing than to know what ain't so" (p. 286).
Walter Mondale echoed the words above in his first debate with President Ronald
Reagan, October 7, 1984, in Louisville, Kentucky: "I'm reminded a little bit of what Will
Rogers once said of Hoover. He said it's not what he doesn't know that bothers me, it's what
he knows for sure just ain't so."-Transcript, The New York Times, October 8, 1984, p. B4.
This has not been found in Rogers's work.
967 If a man empties his purse into his head no one can take it away from him. An
investment in knowledge always pays the best interest.
Attributed to BENJAMIN FRANKLIN, Poor Richard, in The Home Book of Quotations,
ed. Burton Stevenson, 10th ed., p. 1054 (1967), and in The Home Book of American Quota-
tions, ed. Bruce Bohle, p. 220 (1967). Unverified.
968 Perplexity is the beginning of knowledge.
KAHLIL GIBRAN, The Voice of the Master, trans. Anthony R. Ferris, p. 87 (1958).
969 A popular Government, without popular information, or the means of acquiring it,
is but a Prologue to a Farce or a Tragedy; or, perhaps both. Knowledge will forever govern
ignorance: And a people who mean to be their own Governors, must arm themselves with
the power which knowledge gives.
185
THE WHITE HOUSE
Office of the Press Secretary
EMBARGOED FOR RELEASE
UNTIL 2:00 P.M. EDT
APRIL 18, 1991
AMERICA 2000: THE PRESIDENT'S EDUCATION STRATEGY
FACT SHEET
The President today outlined his strategy to move the Nation toward achieving the
national education goals and educational excellence for all Americans. The
President believes we must restructure and revitalize America's education system
by the year 2000.
Emphasizing that this effort is a national challenge, the President asked all
Americans to take part in "the crusade that counts most -- the crusade to prepare
our children and ourselves for the exciting future that looms ahead."
AMERICA 2000 builds on four related themes:
Creating better and more accountable schools for today's students;
Creating a New Generation of American Schools for tomorrow's
students;
Transforming America into a Nation of Students; and
Making our communities places where learning will happen.
I. CREATING BETTER AND MORE ACCOUNTABLE SCHOOLS
FOR TODAY'S STUDENTS
The President called on all Americans to help create better and more accountable
schools based on world class standards and the principle of accountability. He
encouraged all elements of our communities -- families, businesses, unions, places
of worship, neighborhood organizations and other voluntary associations -- to
work together with our schools to help the Nation achieve educational excellence.
-2-
A.
World Class Standards in Five Core Subjects
The President believes the time has come to establish world class standards for
what our children should know and be able to do in five core subjects: English,
mathematics, science, history, and geography.
Through the National Education Goals Panel, and working with interested
parties throughout the Nation, the President and the Governors will develop
a timetable for establishing national standards in these five subjects, and in
September 1991, and each year thereafter, the panel will report to the
Nation on progress toward the national education goals.
The standards are intended to lift the entire education system and improve
the learning achievement of all students. The President and the Governors
oppose a national curriculum or federalizing our education system.
B.
A System of Voluntary National Examinations
Through the efforts of the National Education Goals Panel, a system of voluntary
examinations will be developed and made available for all fourth, eighth, and
twelfth grade students in the five core subjects.
These American Achievement Tests will challenge all students to strive to
meet the world class standards and ensure that, when they leave school,
students are prepared for further study and the workforce. The tests will
measure higher order skills (i.e., they will not be strictly multiple choice
tests).
The President, working with the Nation's Governors, will seek
Congressional authorization for State-level National Assessment of
Educational Progress assessments and for optional use of these assess-
ments at district and school levels.
Students who distinguish themselves on the American Achievement Tests
will receive a Presidential Citation for Educational Excellence in recognition
of their outstanding achievement.
The President will seek authorization for Presidential Achievement
Scholarships to reward academic excellence among low income students
pursuing postsecondary education opportunities. These financial awards
will be based on superior high school and college performance.
-3-
C.
Schools as the Site of Reform
The Administration will help strengthen the capacity of elementary and secondary
schools to improve results and to innovate by increasing flexibility in
decisionmaking at the State, district, and school levels and encouraging report
cards on performance.
In addition to an annual National Report Card, the President will encourage
schools, school districts, and States to issue regular report cards on their
education performance. These report cards will measure results and
progress toward achieving the national education goals.
As part of his AMERICA 2000 Excellence in Education Act of 1991, the
President will again seek legislation that will allow greater flexibility in the
use of Federal resources for education in exchange for enhanced
accountability for results.
To stimulate reform in mathematics and science education, the AMERICA
2000 Excellence in Education Act of 1991 will include $40 million for new
grants to school districts that show significant gains in student achievement.
Awards will be used for continued improvements in these vital subjects.
The AMERICA 2000 Excellence in Education Act of 1991 also will seek
funds for a Merit Schools Program for States to award individual schools
that demonstrate significant progress toward the national education goals.
States may "bank" funds over several years to create even more incentives
for successful schools.
D.
Providing and Promoting School Choice
The President believes that educational choice for parents and students is critical
to improving our schools.
The President will promote State and local choice programs as part of his
AMERICA 2000 Excellence in Education Act of 1991.
A $200 million Education Certificate Program Support Fund will
provide incentive grants to local school districts with qualified
education certificate programs that enhance parental choice.
National school choice demonstration projects will be supported
through a $30 million initiative.
The Administration also will seek ways to ensure that Federal education
programs are more supportive of choice.
-4-
E.
Teachers and Principals
America's teachers and principals are on the front lines of transforming our
schools. As part of his AMERICA 2000 Excellence in Education Act of 1991, the
President will propose several initiatives to promote outstanding leadership in our
schools.
Presidential Awards for Excellence in Education will recognize and reward
outstanding teachers across America.
The President will encourage States and communities to provide alternative
routes of certification through one-time grants to States to support
implementation of alternative certification.
In order to improve the training of school principals and other school
leaders, the President will propose establishing Governors' Academies in
every State with Federal seed money to enhance principal training through
instructional and mentoring programs.
The President will seek to establish Governors' Academies for America's
teachers with Federal seed money to offer advanced instruction focusing on
the five core academic disciplines.
The President also encouraged States to consider differential pay and financial and
other awards for those who excel in teaching, teach core subjects, teach in
challenging settings, and serve as mentors for new teachers.
II.
CREATING A NEW GENERATION OF AMERICAN SCHOOLS
FOR TOMORROW'S STUDENTS
The President today challenged the best minds in America to design -- and help
communities create -- the best schools in the world.
A.
Research and Development
A series of Research and Development Teams, funded by contributions from the
business community, will help design a New Generation of American Schools.
America's business leaders will establish and mobilize private resources for
the New American Schools Development Corporation, a new non-profit
organization that will award contracts in 1992 to between three and seven
Research and Development Teams. These teams may consist of
-5-
corporations, universities, think tanks, school innovators and others. The
teams' products will be available to the American people.
The mission of these teams is to help communities create schools that will
reach the national education goals, including world class standards in the
five core subjects for all students, as monitored by the American
Achievement Tests and similar measures.
The President will ask his Education Policy Advisory Committee, as well as
the Department of Education, to examine the work of these Research and
Development Teams and to report on their progress.
B.
New American Schools
The President will ask Congress to provide $550 million in one-time start-up
funds to create at least 535 New American Schools that "break the mold" of
existing school designs.
These funds will provide up to $1 million for each New American School to
underwrite special staff training, instructional materials, or other support
the school needs. The goal is to have at least one New American School
operating in each Congressional district by September 1996.
Once the schools are launched, the operating costs of the New American
Schools will be no more than those of conventional schools.
The President also will ask Congress for start-up funds to help design
state-of-the-art technology appropriate for New American Schools.
A New American School does not necessarily mean new bricks-and-
mortar. Nor does a New American School have to rely on technology;
the quality of learning is what matters.
C.
AMERICA 2000 Communities
The President called on every community in the country to do four things:
Adopt the six national education goals;
Establish a community-wide strategy for achieving the goals;
Develop a report card for measuring its progress; and
Demonstrate its readiness to create and support a New American School.
-6-
Communities that accept this challenge will be designated, by the Governors of
their States, as "AMERICA 2000 Communities."
Governors, in conjunction with the Secretary of Education, will review
community-developed plans with the assistance of a distinguished advisory
panel and will determine which AMERICA 2000 Communities in each State
will receive Federal financial support in starting New American Schools.
The Governors and the Secretary will ensure that many such schools serve
communities with high concentrations of children at risk.
D.
Leadership at All Levels
Transforming American education and creating a New Generation of American
Schools will require the commitment of America's leaders at all levels.
The President welcomes the commitment by American business to
contribute $150-$200 million to support the Research and Development
effort.
The President asked the Nation's Governors to lead the New American
Schools effort in their States.
The President challenged State legislatures to: support the creation and
operation of New American Schools; embrace the world class standards
and adopt the American Achievement Tests; and work toward school,
district, and State-level report cards.
The President encouraged civic leaders to help organize community plans
all across the country to seek designation as an AMERICA 2000
Community, and to help plan and operate New American Schools.
Business can encourage local schools to use the world class standards and
American Achievement Tests, and encourage schools to issue report cards
on their performance.
The President called on educators to accept new roles and to take risks.
Teachers, principals, and other educators are asked to work to develop a
consensus on the world class standards and to determine what it would
take to create a New American School in each community.
E.
Families and Children Devoted to Learning
The President called on parents to urge use of world class standards, American
Achievement Tests, and report cards by local schools. Parents must play a key
-7-
role in creating New American Schools in their own communities and must work
with children in the home to improve children's performance in school.
III.
TRANSFORMING AMERICA INTO "A NATION OF
STUDENTS"
The President believes that learning is a life-long challenge. Approximately 85
percent of America's workers for the year 2000 are already in the workforce.
Improving schools for today's and tomorrow's students is not sufficient to ensure a
competitive America in the year 2000. The President called on Americans to move
from "A Nation at Risk" to "A Nation of Students" by continuing to enhance the
knowledge and skills of all Americans.
A.
Strengthening the Nation's Education Effort for Yesterday's Students,
Today's Workers
To advance the goal of improving literacy for all Americans:
The President will push for greater accountability and choice in the Adult
Education Act, and will advance these twin principles in new adult literacy
activities proposed under the new AMERICA 2000 Excellence in Education
Act of 1991.
The Department of Education will provide regular, timely, and reliable
information by expanding the National Adult Literacy Survey and collecting
information about literacy efforts on a regular basis.
B.
Establishing Standards for Job Skills and Knowledge
The President urged business and labor cooperatively to develop -- and then to
use -- world class standards and core proficiencies for each industry. Federal
resources will be sought to provide start-up assistance for this effort.
C.
Creating Business and Community Skill Clinics
Today's workers will be assisted through Skill Clinics -- one-stop service centers
located in businesses and communities across America where adults can get job
skill diagnosis and referral services.
The Administration will urge businesses to make Skill Clinics available to
their employees and encourage AMERICA 2000 Communities to establish
community Skill Clinics.
-8-
Federal departments and agencies will be encouraged to establish such Skill
Clinics and, working with the Office of Personnel Management, will be
encouraged to undertake activities to upgrade their employees' skills.
D.
Enhancing Job Training Opportunities
The Domestic Policy Council Job Training 2000 Working Group will review
current Federal job training efforts and identify successful ways of motivating and
enabling individuals to receive the comprehensive services, education, and skills
necessary to achieve economic independence.
E.
Mobilizing A "Nation of Students"
The President will work to transform "A Nation at Risk" into "A Nation of
Students."
The President called on the Secretary of Education and the Secretary of
Labor to convene business and labor leaders, education and training experts,
and Federal, State, and local government officials at a national conference
on the education of adult Americans to launch a national effort to transform
adult America into a "Nation of Students."
IV.
MAKING OUR COMMUNITIES PLACES WHERE LEARNING
WILL HAPPEN
The President called on communities to adopt the six national education goals as
their own; set a community strategy to meet them; produce a report card to
measure results; and agree to create and support a New American School.
The President believes that it is essential to reaffirm such enduring values as
personal responsibility, individual action, and other core principles that must
underpin life in a democratic society. The aim of the AMERICA 2000 Community
campaign is to make our communities places where learning will happen.
A.
Greater Parental Involvement
The President urged parents to become more involved in their children's education
and in the work of the New American Schools.
-9-
Parents and teachers should encourage children to study more, learn more,
and strive to meet higher academic standards.
The President encouraged parents to read aloud daily to their children,
especially their younger children.
B.
Enhanced Program Effectiveness for Children and Communities
The President is committed to making government work better to improve
programs for America's children and communities.
Working through the Domestic Policy Council Economic Empowerment
Task Force and with the Nation's Governors and other officials, the
Administration will undertake better coordination of existing Federal
programs with corresponding State and local activities.
As part of this effort, existing program eligibility requirements will be
reviewed in order to streamline them and reduce Federal red tape.
Wherever possible, States will be afforded maximum flexibility to design
and implement integrated State, local, and Federal programming.