# Magnet Schools Assistance Program 

# 2004 Abstracts

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# Grantee: [Tucson Unified School District](http://www.tusd.k12.az.us/), Tucson, Arizona

**Project Name: Magnet Schools Assistance Program**

**Project Director: Barbara Benton (520) 225-6060;
bcbenton@comcast.net**

**Year 1 Funding: \$3,107,088 Total (3-Year) Funding: \$9,638,862**

# Number of Schools Served: 5

**Number of Students Served: 5,244**

Tucson Unified School District has been under both a desegregation order
and a corrective action plan from the Office for Civil Rights to
desegregate some of its schools since 1978. The District has been
experiencing a steady increase in the number and percentage of minority
students necessitating the addition or revision of additional magnet
schools to prevent and reduce further minority group isolation of
students.

The goals of this project are to reduce and prevent minority group
isolation in two high schools, and three middle schools; develop and
utilize innovative practices and methods designed to improve educational
achievement of students and reduce the gap in achievement between
minorities and non­minorities; implement systemic change; and increase
the attainment of tangible and marketable vocational skills of students.

The program goals will be accomplished through the addition of a new
magnet program and a significant revision at four current magnet
programs. Howenstine Magnet High School had its beginning as a
segregated special education school. Through an initiative to integrate
the facility it became a magnet school with a service learning emphasis
which will be the focus of the new program at this site. Booth Fickett
K-8 Magnet School, Safford Magnet Middle School, Utterback Magnet Middle
School, and Tucson Magnet High School will significantly revise their
program to create school-wide magnet programs with the theme of
Mathematics Across the Curriculum, a new area of emphasis at these
sites.

**Grantee: [ABC Unified School District](http://www.abcusd.k12.ca.us/),
Cerritos, California**

**Project Name: Magnet Schools Assistance Program**

**Project Director: Mary Sieu (562) 926-5566 x 21126;
mary.sieu@abcusd.k12.ca.us**

**Year 1 Funding: \$1,911,959 Total (3-Year) Funding: \$5,388,706**

# Number of School Served: 3

**Number of Students Served: 1,794**

ABC Unified School District (ABC USD) serves all or part of five
communities in south­eastern Los Angeles County: Artesia, Cerritos,
Hawaiian Gardens, East Lakewood, and a tiny sliver of Long Beach. The
ABC communities are a rich mosaic of languages and predominantly
immi­grant cultures running the gamut from Spanish to Portuguese to
Korean to Gujarati. This project represents a new approach for ABC USD
to promoting diversity in schools that are now experiencing acute
minority-group isolation, while expanding the choices of students
enrolled in lower-performing schools to transfer to higher-performing
schools.

This application proposes to create a system of new and existing magnet
schools linked by themes across grade configurations to other schools in
very different parts of the district, so as to encourage what has been
difficult to achieve to this point: a substantial number of students
willing transfer to schools in communities other than those in which
they reside. An example of a science system would be Niemes Elementary
School in Artesia (in this application) to Fedde Middle School in
Hawaiian Gardens (an existing magnet school) to the engineering module
at Artesia High School in Lakewood (an existing magnet program).

In addition to Niemes Elementary School in Artesia, which will implement
an Environmental Sciences theme, the other two new magnet schools will
be Carver Elementary (Communications), which will operate without
attendance boundaries, and Ross Middle School (Creative Arts). The last
two are both in Cerritos.

Ross Middle School is currently in Program Improvement; a major goal of
this project will be to enhance instruction at that site. Niemes and
Carver will recruit students from elementary schools in the Hawaiian
Gardens community that are currently in program improvement or at risk
of entering that status.

# Grantee: [Desert Sands Unified School District](http://www.dsusd.k12.ca.us/ds1), La Quinta, California

**Project Name: Magnet Schools Assistance Program**

**Project Director: Ann Morales (760) 771-8601;
annm@surf.dsusd.k12.ca.us**

**Year 1 Funding: \$3,061,578 Total (3-Year) Funding: \$8,657,487**

# Number of Schools Served: 6

**Number of Students Served: 6,799**

The Desert Sands Unified School District (DSUSD) serves five separate
communities---­Indio, La Quinta, Indian Wells, Palm Desert, and a portion
of Rancho Mirage---and the additional unincorporated but residentially
developed area of Bermuda Dunes. The population of the Desert Sands
communities today is slightly over 150,000, a 20.4% increase since the
2000 census. Racial/ethnic and socioeconomic characteristics vary
greatly across DSUSD, with minority population concentrated in the east
and non-minority population in the west.

DSUSD currently operates three magnet schools: two in Indio and one in
La Quinta, all of which have proved successful in meeting their goals
for reduction of minority-group isolation and enhancement of academic
performance. This project would add six new magnet schools in Indio,
DSUSD\'s most severely minority-isolated area. Themes for the new magnet
schools, shown below, have been chosen on the basis of (1) parent
interest, especially in feeder-school attendance areas, and (2) their
potential for forming part of a system of K-12 articulated programs as
has been done so successfully with the existing magnet schools:

-   Carreon Elementary---Health Sciences

-   Indio Middle School---Health and Medical Sciences

-   Jefferson Middle School---Communication Arts

-   La Quinta Middle School---International Baccalaureate Middle Years
    Programme

-   Wilson Middle School---Law-Related Education

-   Indio High School---Medical Science; Law; Visual & Performing Arts

# Grantee: [Fresno Unified School District](http://www.fresno.k12.ca.us/), Fresno, California

**Project Name: Magnet Schools Assistance Program**

**Project Director: Sharon L. Hart (559) 457-3186;
slhart@fresno.k12.ca.us**

**Year 1 Funding: \$2,737,434 Total (3-Year) Funding: \$8,330,733**

# Number of Schools Served: 5

**Number of Students Served: 6,764**

Fresno Unified School District (FUSD) serves the city of Fresno, a major
urban area in Central California surrounded by the farmlands of the San
Joaquin Valley, which has made the state the number one agricultural
producer in the nation. The population of Fresno has been extremely
diverse almost since its founding in the mid-19^th^ century.

Today growing numbers of Hispanic newcomers join earlier immigrant
groups daily; the federal government uses Fresno as a place of
resettlement for Southeast Asian refugees, particularly Hmong. Because
of large increases in minority population in recent decades and the loss
of non-minority students to surrounding suburban districts, it has been
a constant struggle for the district to avoid minority-group isolation
in its schools.

This project represents a carefully crafted effort to address this
problem. A new elementary school will open in downtown Fresno in
September 2005 will draw from throughout the city. This new school,
which is not expected to have a problem with minority-group isolation
because it will draw from throughout the city, will offer a science
theme that it shares in common with minority-group-isolated Sequoia
Middle School, to which it will feed. The addition of this new
elementary school to the Sequoia feeder pattern will help reduce
minority group isolation at Sequoia Middle School. Additionally,
Hamilton (a K-8 school), Wawona Middle School, and Fresno High School
will all offer international studies themes, providing a K-12 continuum
that will take advantage of Fresno\'s multicultural riches and lead to
the establishment of International Baccalaureate programs at Wawona
Middle School and Fresno High School.

# Grantee: [Long Beach Unified School District](http://www.lbusd.k12.ca.us/index.asp), Long Beach, California

**Project Name: Arts & Academic Collaboration for the Middle Years and
Beyond**

**Project Director: Angela Marcano (562) 997-8308;
amarcano@lbusd.k12.ca.us**

**Year 1 Funding: \$3,190,763 Total (3-Year) Funding: \$7,780,385**

# Number of School Served: 5

**Number of Students Served: 5,769**

The district\'s magnet schools project proposes to establish new magnet
programs at Butler and Hudson K-8 Schools, Hill and Stephens Middle
Schools, and Renaissance High School. Instructional themes will vary by
site and are as follows:

-   Butler - Visual and Performing Arts

-   Hill - Classical Education

-   Hudson - International Baccalaureate

-   Stephens - Visual and Performing Arts

-   Renaissance - Visual and Performing Arts

Within all themes and classes, academic and workplace applications of
advanced technology will be emphasized.

# Grantee: [Moorpark Unified School District](http://www.mrpk.k12.ca.us/), Moorpark, California

**Project Name: Flory Academy of Sciences and Technology**

**Project Director: Cherie Webb (805) 378-6303; cwebb@mrpk.k12.ca.us**

**Year 1 Funding: \$381,508 Total (3-Year) Funding: \$1,067,613**

# Number of School Served: 1

**Number of Students Served: 665**

Flory Academy for Science and Technology (F.A.S.T.) will be a K-5 magnet
school designed to provide high quality instruction for 665 students
from throughout the community. The school\'s focus will be on science,
technology and mathematics. It will include a science laboratory,
equipment, and computers, and Media Center, and full-time staff for
science, math, and technology support. All core academics will be
integrated with the science and math curriculum.

The major objectives of the F.A.S.T. magnet school will be to: 1)
eliminate minority group isolation; 2) create a school climate that
embraces diversity and that leads to the development and growth of all
students; 3) present a choice option to parents; 4) strengthen academic
knowledge and marketable skills of students; 5) build capacity through
professional development activities; 6) build capacity so that
successful project activities will be sustainable and replicable; 7)
decrease the academic achievement gap; and 8) increase parent
involvement.

By the end of the project funding cycle, the project expects to achieve
results that include the elimination of minority group isolation at the
magnet school and feeder schools; increased numbers of students meeting
State and Federal growth targets in English/Language Arts and
mathematics at levels of proficient or advanced; highly trained staff
able to implement project strategies; gradual decreases in achievement
gap leading to closing the gap for all students and increased parent
participation in and support for the magnet school.

# Grantee: [San Jose Unified School District](http://www.sjusd.k12.ca.us/index.html), San Jose, California

**Project Name: Magnet Schools Assistance Program**

**Project Director: Norris Hill (408) 535-6067; Norris_Hill@sjusd.org**

**Year 1 Funding: \$2,505,951 Total (3-Year) Funding: \$7,227,740**

# Number of School Served: 6

**Number of Students Served: 5,276**

The San Jose Unified School District has identified two geographical
areas that are in great need of intervention in terms of desegregation
and student achievement, the Downtown and Blossom Valley areas. The
district desires to improve schools in these areas by enhancing academic
programs, reducing minority and economically disadvantaged isolation,
and by improving student achievement and closing the achievement gap
between minority and non-minority students.

The district is proposing two new magnet strands to provide articulated
K-12 programs affecting two high schools, two middle schools and three
elementary schools, six of which are included in this project. These
articulated programs will be accomplished by significantly modifying
four existing secondary magnet schools and introducing two new
elementary magnets.

Two new magnets, located at Horace Mann and Anne Darling Elementary
Schools, will introduce the principles of the International
Baccalaureate (IB) program at the K-5 level, making available a K-12
magnet strand that incorporates the philosophies, methodologies and
structure of the International Baccalaureate Organization (IBO). These
two magnet programs will link students to the IB Middle Years Program
(IBMYP) at Burnett Middle School and eventually to the IBMYP and Diploma
Programs at San Jose High Academy.

The two schools that already make up the 6-12 strand of the IB theme
will significantly modify their programs by meaningfully involving
increasing numbers of under-represented students in IB programs that
traditionally have been identified with highly successful, academically
accomplished students. While the IBMYP at Burnett and SJHA are whole
school, inclusive programs and the IB Diploma Program in grades 11 and
12 is open to all students, many students are arriving at the eleventh
grade unprepared to undertake the challenging Diploma Program. In order
to increase student readiness to accept the challenge of more advanced
courses and to prepare them to compete successfully in a rapidly
changing information-driven, technology intensive economy, both schools
will develop new organizational structures and learning environments
that will accelerate student academic skill development. Two major
strategies will be developed to attract a diverse student population, to
accelerate academic skill development, and to improve student
expectations to participate in more challenging aspects of the
curriculum at both schools. One is the integration of technology as a
major tool in the day-to-day work and research of students. The other is
to organize schools into small learning communities that are student
centered and project­ based, providing students with a much more
personalized educational experience.

A new K-12 magnet strand will be introduced through the development and
implementation of a major change in the magnet theme at Gunderson High
School and a major revision of the existing magnet at Steinbeck Middle
School, Gunderson\'s primary feeder. The introduction of an Integrated
Technology in the Arts and Sciences magnet theme at each school takes
the use of technology as an effective educational tool to a new advanced
level in engaging students as self-directed learners. All students will
be provided a laptop and training in software applications that will
enable them to pursue project-based learning throughout the curriculum.
High-end multimedia laboratories will be available that will provide
students access to advanced applications. Teachers will receive training
that will enable them to effectively include project based,
problem-solving, student driven learning experiences using technological
applications in real life situations as a major mode of inquiry in their
various disciplines. Gunderson and Steinbeck will provide students an
exciting performance based environment where the intellectual and
problem-solving growth of students, rather than technology, is the
focus.

# Grantee: [San Mateo-Foster City School District](http://www.smfc.k12.ca.us/), San Mateo, California

**Project Name: Magnet Schools Assistance Program**

**Project Director: Pendery A. Clark (650) 312-7777;
pclark@smfc.k12.ca.us**

**Year 1 Funding: \$2,290,218 Total (3-Year) Funding: \$6,200,420**

# Number of School Served: 7

**Number of Students Served: 3,052**

San Mateo-Foster City will implement a magnet program consisting of
seven magnet schools. The themes are briefly discussed below.

**Fiesta Gardens Elementary (K-5)** offers a *Two-Way Language
Immersion/Global Studies Magnet.* It is designed to help students learn
about other countries and peoples of the world.

**Albion Horrall Elementary (K-5)** offers ***Technology Integration
Magnet Education** (TIME).* It is designed to help students gain the
skills they need in the 21^s^t Century. Special features include a video
production studio, closed circuit TV, a computer lab, internet access in
all classrooms and an opportunity to work on real world projects via the
internet.

**North Shoreview (K-5)** offers a *Montessori Program with an emphasis
in the Arts.* It is designed to integrate the arts into the Montessori
curriculum and enable students to achieve high academic standards. Its
special features include Orff music classes, an Artist in Residence
Program, dance classes and an art gallery.

**San Mateo Park Elementary (K-5)** offers a *Math/Science Magnet
Program.* It is designed to prepare students from diverse backgrounds to
enroll in accelerated math and science academic. Its special features
include Lego robotics, math and science labs, accelerated critical
thinking using math games and extended learning activities.

**Sunnybrae Elementary (K-5)** offers a *Primary Years International
Baccalaureate Program.* It will develop an accelerated curriculum in
which all students achieve at high levels both academically and
socially. Its special features include a foreign language component,
community service projects and a global emphasis.

**Turnbull Learning Academy (K-5)** offers a *School of Talented and
Gifted Education (STAGE) Magnet* designed to enhance the learning
opportunities for all students. It features a compacted academic
curriculum in the morning and elective choices in the afternoon.

# Bayside Middle (6-8) offers a *School for the Performing Arts and Creative Technology.* It is designed to prepare students for a competitive society. Its special features include an integrated fine arts program including visual arts, music, drama and dance; projects associated with world-wide art galleries and museums; and an integrated technology program with digital production studios. 

# Grantee: Stamford Public Schools ([Academy for Information Technology](http://ait.echalk.com/))

**Project Name: Magnet Schools Assistance Program**

**Project Director: Susan Paley (203) 977-4336;
spaley@ci.stamford.ct.us**

**Year 1 Funding: \$655,285 Total (3-Year) Funding: \$1,953,674**

# Number of Schools Served: 1

**Number of Students Served: 650**

The Stamford Public Schools magnet project, in cooperation with a
consortium of suburban school districts, supports the development and
implementation of the Academy of Information Technology (AIT) as a new
interdistrict magnet school.

This project seeks to fulfill all requirements of the program by
reducing racial, ethnic and economic isolation at the AIT and providing
an exceptionally high level academic program with a thematic focus on
information technology, architecture and engineering.

Recently recognized as an interdistrict magnet school by the Connecticut
State Department of Education, the school will draw students to this
school from the affluent suburban school districts surrounding Stamford
as a result of the strength of its information technology, architecture
and engineering curriculum. The school will add 341 students to the
enrollment in a new facility designed around the theme of the school for
a total enrollment by September 2007 of 650 students.

The academic program at the AIT is career oriented. Classes in many of
the fields of study offered at the AIT are project oriented.
Opportunities for study will be provided that are not available to
students in surrounding school districts to increase the attraction for
suburban students. Among these opportunities is the ACE (Architecture,
Construction Management and Engineering) Mentor Program, a national
program exposing students to the construction industry, work/study
opportunities and Project Lead the Way which offers challenging courses
in the field of engineering based upon the national design and standards
for excellence. Accompanying these innovative programs is an expanded
core of knowledge in digital and visual literacy, inventive problem
solving, critical thinking and teaming combined with traditional
academics and a wide array of advanced placement courses.

There are no academic entrance requirements for this school. The
curriculum is demanding but formulated to work for a broad range of
students in an environment in which aptitude and attitude, and not just
academic performance is the measuring stick. Selection of the students
will be by lottery when the number of students exceeds the number of
available seats. Stamford Public Schools will be responsible for the
operation of the school and grant and will be assisted by an
interdistrict governance board composed of Stamford, New Canaan, Darien,
Greenwich and Norwalk that will serve as an advisory capacity. An
advisory board consisting of local business and industry employing
technology in their operation will team with colleges and university to
provide direct advice and assistance to the school.

# Grantee: [Hartford Public Schools](http://www.hartfordschools.org/), Hartford, Connecticut

**Project Name: Hartford Interdistrict Magnet Schools**

**Project Director: Ed Linehan (860) 695-8546; magnetschs@aol.com**

**Year 1 Funding: \$2,621,387 Total (3-Year) Funding: \$8,643,902**

# Number of Schools Served: 8

**Number of Students Served: 3,357**

The [Pathways to Technology Magnet School\'s]{.underline} primary goal
is to provide a rigorous academic program that emphasizes
technology-related skills as well as career exploration and preparation
for higher education and/or employment in the field of technology.

The primary goal of the [Greater Hartford Classical Magnet
School]{.underline} is to give students a foundation in the Classics
through which to better understand the contemporary world, using the
*Paideia* pedagogy.

[Noah Webster Microsociety Magnet School]{.underline} will adopt
*Microsociety* as its theme. The *Microsociety Program* is an innovative
reform model of education that puts meaningful work into the experience
of childhood. Its vision is to build a functioning miniature society in
which teachers, students, parents, and community partners work together.

The [Simpson-Waverly Classical Magnet School]{.underline} will give
students a foundation in the Classics through which to better understand
the contemporary world, using the *Paideia* pedagogy. The classical
studies theme and the focus on self government will make Simpson-Waverly
a unique learning environment.

The [University High School of Science and Engineering]{.underline} will
use the Early College Model that bridges secondary and higher education.
The primary focus of University High School is to effectively prepare
graduates for pursuing further education and careers in a range of
scientific, engineering, and technological fields.

The [Anne Fisher Magnet School]{.underline} will be a *Multiple
Intelligences* magnet. Students will have the opportunity to explore
their individual intelligences through linguistic, logical-mathematical,
musical, naturalistic, spatial, bodily kinesthetic, interpersonal,
intrapersonal and naturalist activities.

The [Capital Interdistrict Magnet]{.underline} will be housed on the
campus of Capital Community College, and school will use the *Early
College Model* that bridges secondary and higher education. Through the
magnet school\'s unique collaboration with the college, students in the
school will be able to simultaneously obtain an associates degree from
Capital Community College and a high school diploma.

The [R.J. Kinsella Magnet School]{.underline} will be centered around
the *Reggio-Emilia* approach to education. The *Reggio* approach works
from the premise that children of all ages are readers, writers,
singers, dancers, musicians, builders, actor, artists, and most
important, architects of their own learning.

# Grantee: [LEARN](http://www.learn.k12.ct.us/), Old Lyme, Connecticut

**Project Name: We're In This Together (WITT)**

**Project Director: Virginia Z. Seccombe (860) 434-4800;
vseccomb@learn.k12.ct.us**

**Year 1 Funding: \$614,505 Total (3-Year) Funding: \$2,575,152**

# Number of Schools Served: 4

**Number of Students Served: 885**

The WITT project will develop and implement one significantly revised
magnet school and three new magnet schools addressing the needs of
low-achieving, racially isolated students and their families in New
London.

Despite Connecticut\'s image of a wealthy state, many families and
individuals in this shoreline community struggle to meet basic needs and
many suffer from unemployment and under­employment as well as low English
speaking/writing skills. New London, a small city with a very
concentrated low-income and minority population, suffers from many of
the same urban challenges as do the largest cities in the state.

The absolute priority of WITT will be to reduce racial isolation and
improve academic achievement of New London students, through the
significant program revision of the Regional Multicultural Magnet School
and the development of three new schools: The

Friendship School, the Marine Science High School of Southeast
Connecticut and the Science & Technology High School of New London.

The specific goals of the WITT project are to reduce racial isolation in
the New London Public Schools student population over a 3 year period
through a school choice plan encompassing 4 theme-based magnet schools
and to have students meet or exceed Connecticut\'s adequate yearly
progress through access to more rigorous academic content and
developmentally appropriate skill acquisition, using a variety of
performance-based assessments.

# Grantee: [New Haven Public Schools](http://www.nhps.net/), New Haven, Connecticut

**Project Name: Magnet Schools Assistance Program**

**Project Director: Judith Falaro (203) 946-5696;
Magnet@new-haven.k12.ct.us**

**Year 1 Funding: \$1,514,573 Total (3-Year) Funding: \$4,875,211**

# Number of Schools Served: 2

**Number of Students Served: 910**

The [Jackie Robinson Primary and Middle Years International
Baccalaureate (IB) Interdistrict Magnet]{.underline} will offer a
comprehensive, inquiry-based approach to teaching and learning. It
provides an internationally designed model for concurrency in learning
and incorporates guidelines on student learning styles, teaching
methodologies and assessment strategies. The IB program stresses the
interconnectedness of content and critical thinking. Children from the
age of eight are expected to begin learning a foreign language to
enhance an international perspective. IB is driven by pedagogy rather
than content area. The program is based on a school\'s commitment to
\"structured inquiry,\" through overarching organizing questions that
pervade instruction across the curriculum. It originates from the belief
that students bring their own prior knowledge to each learning
experience. In the context of a total learning environment, it is the
teacher\'s responsibility to build on this prior knowledge, provide
appropriate experiences, and help students construct meaning from each
of these learning opportunities.

At the [Barnard Environmental Studies Interdistrict Magnet
School]{.underline}, environmental studies are the connecting web that
weaves throughout the curriculum. Barnard not only believes that an
integrated approach to environmental studies provides a rich opportunity
to make students environmentally and socially conscious, but also that
it promotes higher student achievement. Students will benefit from
innovative curriculum approaches including outdoor learning,
participation in community projects, and cooperative group work. Barnard
graduates will stand out in their preparation for future learning, the
quality of their relationships with others and their understanding of
how all things, human and natural, are connected.

# Grantee: [Bay District School Board](http://www.bay.k12.fl.us/), Panama City, Florida

**Project Name: Magnet Schools Assistance Program**

**Project Director: Linwood Barnes (850) 872-4675;
barneli@mail.bay.k12.fl.us**

**Year 1 Funding: \$748,084 Total (3-Year) Funding: \$1,759,406**

# Number of Schools Served: 1

**Number of Students Served: 398**

The Bay County School District project establishes a new school-wide
magnet program at [Oscar Patterson Elementary Magnet
School](http://www.bayschools.com/opes/).

This school was selected based on the standing within the district as a
school with racial isolation. Oscar Patterson Elementary Magnet School
has been a historically black school since its inception in 1920. In
1963, a Federal Court Order mandated the desegregation of the student
population to be 50% black, 50% other. Because of the adoption of School
Choice, Oscar Patterson Elementary Magnet School presently has a
population 86% black with free and reduced lunch at 92%.

Oscar Patterson Elementary Magnet School will offer a school-wide magnet
program for mathematics, science and technology. The magnet program,
with its distinctive themes, will restructure curriculum, incorporate
technology, and provide a unique learning environment that will expand
traditional school space and time boundaries. Learning environments will
be more focused on cooperative problem solving that will address
learning needs of all students, especially underachieving students.

Curricula will be based upon Florida\'s System of School Improvement and
Accountability Act Goal 3: Student Performance Standards, which attempt
higher standards to reach National Education Goals. All program designs
reflect the belief that \"technology is the future when educating
children.\"

#  

# Grantee: [Brevard County Public Schools](http://v2.www.brevard.k12.fl.us/), Viera, Florida

**Project Name: Magnet Schools Assistance Program**

**Project Director: Vicki Mace (321) 633-1000; macev@brevard.k12.fl.us**

**Year 1 Funding: \$2,060,553 Total (3-Year) Funding: \$5,935,212**

# Number of Schools Served: 4

**Number of Students Served: 2,382**

Although Brevard, Florida, often referred to as Space City, USA, houses
Kennedy Space Center, NASA, Patrick Air Force Base, United Space
Alliance, and Boeing, the school district also houses pockets of racial
isolation and poverty.

The magnet schools targeted in this project all significantly exceed the
school district minority population rate and the district poverty rate.
Students at all four of these magnet schools did not make adequate
yearly progress (AYP) in 2002-03, with over 50% of the students below
the proficient level in reading, mathematics, writing and/or science on
the Florida Comprehensive Achievement Test (FCAT).

Cambridge Elementary will implement and arts and science program;
Endeavor Elementary School will implement a program that integrates
technology across the curriculum; Golfview Elementary will implement a
mathematics, science and technology program; and McNair Middle School
will implement a performing arts program.

In order to improve our students\' knowledge of academic subjects, the
project will provide intensive teacher training in scientific-research
based methods specifically proven in schools with similar demographic
profiles.

# Grantee: [Duval County Public Schools](http://www.educationcentral.org/), Jacksonville, Florida

**Project Name: Duval County's Next Generation of Magnet Schools**

**Project Director: Sally Hague (904) 390-2082;
hagues@educationcentral.org**

**Year 1 Funding: \$3,287,072 Total (3-Year) Funding: \$9,370,170**

# Number of School Served: 7

**Number of Students Served: 6,309**

Jacksonville is a city on the brink of greatness. New growth is
everywhere, with new housing, new businesses, and new excitement. The
phenomenon is visible not only at the beaches and outlying areas, but
also in the downtown area that is taking on an exciting new life as
well. Amid all of this growth, Duval County Public Schools remains true
to its commitment to diversity in the classroom. Magnet programs
continue to prompt, remind, and nudge the community toward this
important goal for our children.

In this project, Duval County will spotlight seven schools in downtown
Jacksonville, close to the workplaces of many parents. All magnet
schools have a site governance team, composed of administration, staff,
parents, and community partners, that makes decisions related to
curriculum, technology, and budget.

The following chart provides a brief sketch of the schools chosen for
this project:

> R. L. Brown Elementary Primary and Middle Years International
> Baccalaureate
>
> Robinson Elementary Mathematics, Science and Pre-Engineering
>
> Paxon Middle School Mathematics, Science and Pre-Engineering
>
> John Ford Elementary Montessori/Spanish Language Immersion
>
> Brentwood Elementary Visual and Performing Arts
>
> Matthew Gilbert Middle Middle Years Career Academy
>
> Highlands Middle School Military/Aviation Sciences

The schools presented in this project represent the first step in the
next generation of magnet schools for Jacksonville. It is the first
chance the district has had to refresh and retool magnet offerings since
receiving unitary status.

# FLORIDA

# 

# Grantee: [School Board of Broward County](http://browardschools.com/), Fort Lauderdale, Florida

**Project Name: Future Choice Program**

**Project Director: Leona Maracola (754) 321-2380;
leona.maracola@browardschools.com**

**Year 1 Funding: \$2,232,226 Total (3-Year) Funding: \$6,566,173**

# Number of School Served: 4

**Number of Students Served: 6,967**

The School Board of Broward County's Future Choices Project seeks to
significantly revise four locally funded magnet programs-within-a-school
into school-wide programs at one middle school and three high schools.

The Broward County Public Schools are the ideal model of the diverse
community that will be represented throughout the United States within
the next ten years. The district\'s magnet programs successfully provide
choice to all students while providing high-quality technical and
academic coursework to students from racially and economically diverse
backgrounds. The Future Choices project will result in a model for all
urban and suburban districts that struggle with the barriers of
integrating technical and academic coursework, along with integrating a
diverse racial and socio­economic student body.

With MSAP grant funding, the district will significantly revise the
existing Communication/Broadcast Arts program-within-a-school at Attacks
Middle School into a school-wide Center for Instructional Technology
Education. The district will also significantly revise two locally
funded program-within-a-school models \--Communication Broadcast Arts
and International Baccalaureate at Deerfield Beach High School and
Communication Broadcast Arts, and International Affairs and Business at
Hallandale High School into a school-wide Program for Accelerated
Curricular Experiences (PACE). Two locally funded
programs-within-­a-school (Pre-Law/Public Affairs and Advanced Studies)
at Fort Lauderdale High School will be significantly revised into the
Classical High School program that offers (1) PreLaw/Public Affairs, (2)
Advanced Cambridge Studies, (3) Creative Arts, and (4) Business Studies
theme academies. All programs will provide concentrated, integrated core
curriculum in communication, mathematics, science, social studies and
language for all students. Once these programs are revised to
school-wide models the number of students served will more than triple
from the current 2,200 students participating in magnet programs at
these schools.

# FLORIDA

# 

# Grantee: [School Board of Miami-Dade County](http://www.dadeschools.net/), Miami, Florida

**Project Name: ECHOES (Expanding Choice Options for Every Student)**

**Project Director: Lois Lee (305) 995-7345; llee1@dadeschools.net**

**Year 1 Funding: \$3,385,324 Total (3-Year) Funding: \$9,823,523**

# Number of School Served: 4

**Number of Students Served: 6,198**

*Expanding Choice Options for Every Student (ECHOES)* is a three-year
project designed to reduce minority group isolation and improve academic
achievement by providing additional public school choice for students
and their families. Four Miami-Dade County Public Schools---one
elementary, two middle, and one high school---will become school-wide
magnets, each offering a high caliber, student-interest driven
curriculum that will raise the academic bar at each school.

The four *ECHOES* schools are Southside Elementary School, Shenandoah
Middle School, Miami Springs Middle School, and John A. Ferguson Senior
High School.

The first three schools have forged strong partnerships with several
exemplary museums and cultural institutions in Miami-Dade County to
develop the District\'s first *museum magnet programs.* Museum educators
will work side by side with classroom teachers, linking innovative
curriculum to the resources and artifacts of each museum, creating
living laboratories and providing students with unprecedented exposure
to arts, culture, history, social studies and sciences. Southside
Elementary (PreK-5^th^ grade) and Shenandoah Middle (6th-8th grade) will
focus on social studies, arts & culture, and language arts. The museum
magnet at Miami Springs Middle School (6th-8t^h^ grade) will have a
science focus.

# John A. Ferguson Senior High School (9th-12th grade) opened in Fall 2003 with 469 ninth grade students. Additional grades will be added each subsequent year with final projected enrollment at 3,800 students. Ferguson High School administration and teaching staff have opted to replicate a highly successful District program, the *All Academy Model.* The academies offered at Ferguson High will be: 1) *Arts Related Technologies for Entertainment Careers (ARTEC); 2) Allied Health; 3) Natural Resources; 4) International Finance; 5) Information and Engineering Technology;* and 6) *International Baccalaureate.* These programs are specifically tailored to prepare students for high wage, high skill regional career opportunities. 

# Grantee: [School Board of Orange County](http://www.ocps.k12.fl.us/), Orlando, Florida

**Project Name: Jones High School Magnet Academies**

**Project Director: Bonnie King (407) 317-3303; kingb2@ocps.net**

**Year 1 Funding: \$994,308 Total (3-Year) Funding: \$2,089,073**

# Number of Schools Served: 1

**Number of Students Served: 1,258**

Orange County Public Schools (OCPS) is the fifth largest district in
Florida and the 14^th^ largest in the nation. Orange County students
come from 162 countries and speak 150 different languages and dialects.
The district is divided into five regional learning communities; each
consisting of high, middle and elementary schools.

The Urban Cohort learning community represents 29 schools that are
primarily located in urban Orlando, an area known for its high crime,
drug and gang related activity. The majority of the schools in the Urban
Cohort are not achieving adequate yearly progress, as set by No Child
Left Behind. This learning community also has the highest number of
minority students (92%) and is the only learning community that
represents more minority students than the districts average of 63%.

[Jones High School](http://www.joneshigh.ocps.net/) is a part of the
Urban Cohort Learning Community and located near the heart of downtown
Orlando. Jones is considered a community school and has maintained a
minority-majority status with 99% minority. Jones has received a school
grade of \"F\" for the past two consecutive years. OCPS has just
finished a multi-million dollar renovation program at Jones, and had
made drastic changes in leadership and instructional staff to ensure
high quality instruction.

The priorities of the districts application are to reduce minority group
isolation; achieve systemic reforms through meeting state standards;
promote diversity and public school choice; strengthen the knowledge of
academic subjects that will lead to increased student acquisition of
marketable vocational, technological and professional skills; offer high
performance levels to improve capacity and continue quality programs
beyond the funding period; and ensure that all students have equitable
access to high quality education.

Jones is proposing to enhance its existing magnet programs. The
Technology and Finance Magnet Program will be an expansion of the
business department that will include 4-year course sequences in
finance, PC Support, Web Design, Multimedia Design, Networking, and
Programming/Database. The Medical Arts Magnet Academy will be an
expansion of the Sports Medicine Academy and will include 4­year course
sequences in Medical Science, Nursing Assistant, and Allied Health.

# Grantee: [School Board of Pinellas County](http://www.pinellas.k12.fl.us/), Largo, Florida

**Project Name: Magnet Schools Assistance Program**

**Project Director: Charlene Einsel (727) 552-1507; einselc@pcsb.org**

**Year 1 Funding: \$2,227,965 Total (3-Year) Funding: \$6,352,211**

# Number of Schools Served: 3

**Number of Students Served: 1,794**

Three elementary schools, Douglas L. Jamerson, Jr. Elementary, Lakewood
Elementary, and James B. Sanderlin Elementary, have been selected to
develop magnet programs to assist in the voluntary desegregation of the
district\'s schools and achieve the purposes of Magnet Schools
Assistance Program.

Under the U.S. federal court-approved stipulation agreement for Unitary
Status with the NAACP Legal Defense Fund, the School Board of Pinellas
County is required to provide a controlled choice system of student
assignment through the 2006-2007 school year. This MSAP project meets
all requirements of the court-approved agreement, is aligned with the
goals and requirements of the No Child *Left Behind* Act, the purposes
of the MSAP, and will expand the capacity of the district to provide
public school choice to parents whose children attend low-­performing
schools.

Douglas L. Jamerson, Jr. Elementary will develop a Mathematics and
Children\'s Engineering program. A Medical Science, Health, and Wellness
magnet will be developed at Lakewood Elementary and James B. Sanderlin
Elementary will implement the International Baccalaureate
Organization\'s Primary Years Programme. All three schools will
implement scientifically research-based curricula shown to have positive
effects on student academic achievement.

The Mathematics and Children\'s Engineering program at Jamerson
Elementary will feature an innovative interdisciplinary standards driven
curriculum utilizing the Informed Design Process. Through the Informed
Design Process, children will work together in cooperative groups on
engineering design challenges, projects, and activities requiring them
to define problems, research, design, construct, test, analyze, and
communicate solutions. At Lakewood Elementary the interdisciplinary
Medical Science curriculum will utilize Problem-Based Learning as an
instructional technique to drive the assimilation of knowledge and
skills in mathematics, science, language/ reading, social science,
health, physical fitness, he arts, communication, and technology. The
Primary Years Programme (PYP) to be implemented at Sanderlin Elementary
offers a comprehensive approach to teaching and learning that
encompasses the social, physical, emotional and cultural needs of each
child. PYP provides an academically rigorous curriculum model, which
incorporates guidelines on what students should learn as well as
guidelines on teaching methodologies and assessment strategies.

# Grantee: [School District of Lee County](http://www.lee.k12.fl.us/), Fort Myers, Florida

**Project Name: Project MERIT: Magnet Education Resources for
Information Technology**

**Project Director: James W. Browder (239) 337-8301;
JimB4@lee.k12.fl.us**

**Year 1 Funding: \$1,980,866 Total (3-Year) Funding: \$3,344,279**

# Number of School Served: 3

**Number of Students Served: 1,728**

The School District of Lee County proposed to establish three
schools---Franklin Park Magnet School, Fort Myers Middle Academy, and
Dunbar High School---as zone magnet school focused on information
technology.

These magnet schools will provide a seamless K-12 educational program
featuring unique opportunities in classrooms. At the elementary and
middle school programs, the emphasis will be on effective and meaningful
technology integration. The magnet program will offer integrated and
interdisciplinary instructional units to be taught in technology-rich
classrooms. Planning teams will develop magnet curriculum guides
incorporating strong basic instruction with thematic topics.
Activity-driven learning will ensure continuing attention and motivation
as students work to develop concepts and strengthen skills based on
personal experience.

At the high school, students will obtain nationally recognized industry
certifications in areas associated with information technology. The
school will establish itself as formal certification academy, thereby
providing magnet students with an industry-standard educational
experience that will prepare them for success in postsecondary education
or for immediate entry as highly skilled professionals in the
information technology workforce.

The overall objectives of this project are to (a) expand the District\'s
capacity to provide meaningful school choice by improving the quality of
instruction and enriching the educational experience at schools about to
enter into school improvement status under ESEA Title I, Part A; and (b)
reversing a trend toward racial isolation at these schools and
furthering the District goal of establishing all schools as diverse
learning communities.

These schools will show substantial gains in student achievement and
will begin to attract a more diverse student population, thereby
achieving both of overall objectives. The District's capacity to offer
meaningful choice will be greatly enhanced and the local economy will
benefit from a new generation of highly skilled information technology
professionals.

# Grantee: Savannah-Chatham County Public Schools, Savannah, Georgia

**Project Name: Magnet Schools Assistance Program**

**Project Director: Michele Hartzell (912) 201-4170;
Michele.hartzell@savannah.chatham.k12.ga.us**

**Year 1 Funding: \$2,693,927 Total (3-Year) Funding: \$8,036,510**

# Number of Schools Served: 5

**Number of Students Served: 3,103**

The vision of the Savannah-Chatham County Public Board of Education is
to provide a school system that enables every student to reach his/her
full potential. Since the implementation of the No Child Left Behind
(NCLB) legislation, the district has been a leader in promoting school
reform and has increased its commitment to ensure that every student is
provided with the best possible array of options to capture and
stimulate their imagination and interest in learning. With this MSAP
grant, the district will fully activate the vision of our choice
program(s).

As a part of this plan, the district has developed a comprehensive
school choice program that uses innovative instructional methods and
practices in order to provide maximum engagement of all students in
their learning and academic success. As part of this exciting movement,
several schools have developed unique ideas and strategies in order to
meet the district and state objectives while incorporating NCLB
standards. These innovative programs include three new elementary (K-5)
magnets and two significantly revised elementary magnets:

Bartow Elementary New - Math and Technology Design Program

Spencer Elementary New - Children\'s Engineering

Thunderbolt New - Marine Science

Butler Revised *- MicroSociety/*Communications

Technology

Gadsden Revised - Fine and Performing Arts

Each of these unique programs was designed around the interests of
students, parents, and school business partnerships.

# Grantee: [Chicago Public Schools](http://www.cps.k12.il.us/), Chicago, Illinois

**Project Name: Magnet Schools Assistance Program**

**Project Director: Michelle Frazier (773) 553-2060;
mfrazier1@cps.k12.il.us**

**Year 1 Funding: \$3,042,934 Total (3-Year) Funding: \$8,921,796**

# Number of Schools Served: 5

**Number of Students Served: 2,123**

The Chicago Public Schools (CPS) is the third largest school district in
the country, serving 412,334 K-12 students. The district has over 600
school sites and district-wide less than 10% of its population is
non-­minority. Over 85% of students are from low-income families and more
than 14% are limited English Proficient.

Since 1980, the CPS has operated under a consent decree and Student
Desegregation Plan that establishes magnet schools as the primary
mechanism through which to reduce minority isolation. Despite the size
of the district, there are only 28 elementary and 3 high school magnet
schools that serve the entire city of Chicago. For the 2003-2004 school
year, over 29,000 applications were filed at the elementary schools, and
6,310 at the high schools. Of these, 2,625 were accepted at the
elementary schools and 771 at the high schools. Furthermore, there are
very few magnet schools in close proximity to neighborhoods that are
predominantly Hispanic, meaning Hispanic students have to travel long
distances to attend a magnet school. The popularity of district magnet
schools, combined with the lack of magnet schools in some areas of the
city, has led CPS to pursue this project to create new magnet schools.

The magnet schools being created by this project will bring five new
schools to areas of the city that are currently underserved by our
magnet schools. Through these programs, over 2,000 new magnet school
seats will be created, alleviating some of the demand being placed on
our current magnet schools and reducing minority group isolation in the
city schools. Furthermore, the creation of the programs selected for
these schools will allow CPS to develop innovative programs that are not
currently found in CPS schools.

Wildwood Elementary School will provide a magnet school serving grades
K-8 on the northwest side of the city. The school will house a K-5 grade
International Baccalaureate (IB) Primary Years Programme and a 6-8 grade
IB Middle Years Programme. Plato Elementary School and Clark High School
will provide a K-12 magnet school continuum in the Austin neighborhood,
in the far west side of the city. Plato will house a K-5 grade IB
Primary Years Programme. Clark will serve students in grades 6-12 and
will house an IB Middle Years Programme for grades 6-10 and an IB
Diploma Programme for grades 11-12. Drummond Elementary School and
Woodson South Elementary School will establish Chicago\'s first
Montessori magnet schools. Drummond will provide a new magnet school on
the city\'s near northwest side, in the heart of a predominantly
Hispanic community. Woodson South Elementary School will establish a
magnet school in the Mid-South area of the city, a developing section of
the city on the south side currently in need of improved educational
options.

# Grantee: [Proviso Township High Schools](http://www.proviso.k12.il.us/), Maywood, Illinois

**Project Name: Magnet Schools Assistance Program**

**Project Director: Donna Novickas (708) 202-3020; ddsdonits@aol.com**

**Year 1 Funding: \$1,230,956 Total (3-Year) Funding: \$6,344,324**

# Number of School Served: 3

**Number of Students Served: 1,520**

Proviso Township is located ten miles west of downtown Chicago and
includes ten urban-like communities. These communities have a wide range
of socioeconomic levels and a rich diversity, with 43% African-American,
34% white, 20% Latino, 2% Asian, and 1% other. Proviso Township High
Schools currently consists of two high schools that serve around 4,700
students, with a racial composition of 93% minority and 7% non-minority.
Almost 20% of high school students in the district attend private
schools, and hundreds of families move out of the district before their
children reach high school age. Proviso East, a Title I school, has
failed to achieve adequate yearly progress for two years. Both Proviso
East and Proviso West were on the Illinois Early Academic Warning list.

To better service the students of the district, Proviso Township High
Schools will open three new magnet schools. The Math and Science Academy
at Proviso Central will be a new school that will be housed in a
renovated office building. The Communications and Fine Arts Academy at
Proviso East and the Global Studies and Technology Academy at Proviso
West will be new magnet programs that have a school­-within-a-school
structure.

The Math and Science Academy will have an emphasis on preparing students
for rigorous post- secondary education to enter math/science related
occupations, including the health care field, engineering, and
scientific research. Partnerships will be utilized to offer students
research opportunities and rotations in the local medical centers,
nature centers, zoo, etc.

The Fine Arts and Communications Academy will provide opportunities for
students to integrate the study of core subjects with creative
expression of arts, music and drama. Teachers will utilize the talents
of the local ***nascent*** arts community (such as the Maywood Fine Arts
Center) and the proud past of Proviso East alumni. Performances and oral
presentations will be integral parts of the curricula, as well as
extensive written communication.

The Technology and Global Studies Academy will augment the existing
technology at Proviso West and expand it to include curricula to
successfully compete in a global marketplace. State-of-the-art
technology will be used to access, analyze and communicate information
effectively. These resources will be used to expand students\'
understanding of the world.

# Grantee: [Indianapolis Public Schools](http://www.headlines.ips.k12.in.us/), Indianapolis, Indiana

**Project Name: Magnet Schools Assistance Program**

**Project Director: Billie Moore (317) 226-4794;
mooreb@mail.ips.k12.in.us**

**Year 1 Funding: \$2,359,079 Total (3-Year) Funding: \$7,236,253**

# Number of Schools Served: 6

**Number of Students Served: 4,077**

The Indianapolis Public Schools\' magnet schools project establishes one
new magnet program and significantly revise five existing magnet
schools. The six magnet schools are designed to further the purposes of
the Magnet Schools Assistance Program and the No Child Left Behind Act
of 2001 by 1) reducing minority group isolation in schools, 2) expanding
public school choice and achieving academic excellence for all students
3) developing and designing innovative educational methods and
practices, 4) strengthening student knowledge of academic subjects 5)
increasing teacher capacity, and 6) ensuring equal opportunities for all
students enrolled in these magnets.

Northwest High School proposes to become a candidate for the
International Baccalaureate Middle Years Programme for grades 9 and 10
and the Diploma Programme for grades 11 and 12. The Middle Years
Programme provides a thorough study of various disciplines with an
accent on their interrelatedness, while the Diploma Programme is a
rigorous pre-university course of studies that lead to examinations for
highly motivated secondary students. The comprehensive two-year
curriculum allows students to fulfill requirements of various national
education systems.

Benjamin Harrison School #2 is a K-8 magnet school currently utilizing
an inquiry­-based instructional approach and plans to significantly
revise its program by offering an International Baccalaureate Primary
Years Programme for grades K-5 and Middle Years Programme for grades
6-8. This revision will enhance the current program through the
utilization of an international curriculum model, a commitment to
structured inquiry as a vehicle for learning, and an educational
approach that embraces yet goes beyond traditional school subjects. Both
programs provide excellent preparation for the Diploma Programme.

John Marshall Middle School and Margaret McFarland Middle School are
currently mirror magnet programs for Environmental Studies. They are
proposing to significantly revise their current curriculum by adding a
Technology Communication program and implementing a problem-based
learning approach for the Environmental Studies curriculum. The proposed
Technology Communication program will focus on the development of
students\' communication skills by utilizing various multi-media
technologies. The problem-based learning process will enhance the
curriculum by engaging students in authentic problem solving and higher
order thinking skills.

Theodore Potter is currently implementing a FLES (Foreign Language in
the Elementary School) Program. Theodore Potter is seeking funding to
add a two-way Immersion Program and to strengthen the FLES Program by
providing a theme-based curriculum incorporating the Foreign Language
National Standards, (Communications, Cultures, Connections, Comparisons
and Communities) and using differentiated instruction in classrooms to
accommodate varying ability levels.

The Rousseau McClellan Montessori Program proposes to significantly
revise its program by adding three components: Problem-based learning,
Technology Integration and Foreign Language in Elementary School through
Technology (FLETT). Spanish is the proposed second language. The
revisions will enhance and further promote the hands on curriculum
currently being used. Problem-based learning will serve as a process to
involve students in community based issues that will assist them in
developing strong analytical and research skills.

# Grantee: [South Bend Community School Corporation](http://www.sbcsc.k12.in.us/), South Bend, Indiana

**Project Name: Plan Z---High School Magnet Programs**

**Project Director: Myrtle Wilson (574) 283-8300;
mwilson@sbcsc.k12.in.us**

**Year 1 Funding: \$2,513,108 Total (3-Year) Funding: \$8,299,420**

# Number of Schools Served: 4

**Number of Students Served: 7,241**

The South Bend Community School Corporation's project implements magnet
schools at each of four high schools that will eliminate and prevent
racial isolation. This will be accomplished by offering four unique
courses of instruction that will substantially strengthen the knowledge
of academic subjects and the grasp of tangible and marketable vocational
skills for the students attending the magnet program.

The project will be implemented pursuant to the district\'s court
ordered desegregation plan and will serve as an impetus for systemic
reform in the critical areas of challenging state content and
performance standards, professional development, and parent involvement.
Its innovative design and customized curriculum is unprecedented in both
the district and northwest Indiana. Stringent professional development
requirements are inherent in the project\'s implementation to ensure
that the thematic structu[r]{.underline}e meets the educational needs of
all students and that the project is sustainable.

# Adams High School: International Baccalaureate (IB) and Global Studies

IB is a demanding pre-university course of study with a reputation for
rigorous assessment. Participants will receive instruction in language,
individuals and societies, foreign language, experimental sciences,
mathematics, and arts. The program is based on integrated global studies
in 9th and 10th grade.

# Clay High School: Visual & Performing Arts

This specialized magnet will provide unique opportunities for committed
and talented students who have serious interest in the arts. Instruction
will be provided by master level performers and educators, as well as
artists-in-residence. Courses will include the visual arts of painting,
drawing and sculpting; the performing arts of drama, dance, instrumental
and vocal music; the literary arts of poetry, fiction and play writing;
and art technology, which includes digital imaging, photography, graphic
design, electronic music and television and video production.

# Rilev High School: Informational Technology

Students will learn to use emerging technologies to gather, analyze, and
communicate information in the context of an increasingly
technology-oriented society. An understanding of computer technology and
careers in programming, networking, business applications, and
engineering will be gleaned through the use of a problem-centered
curriculum.

# Washington High School: Medical Sciences

This magnet will offer broad-based preparation for future medical
careers and research, as well as a seamless curricular link with a
nearby medical college for additional studies. Students will participate
in a field experience program utilizing medical labs, hospitals, and
clinics while interning with a health professional of their choosing.

# Grantee: [Rapides Parish School Board](http://www.rapides.k12.la.us/), Alexandria, Louisiana

**Project Name: Magnet Schools Assistance Program**

**Project Director: Ron Akins (318) 449-3118; akinsr@rapides.k12.la.us**

**Year 1 Funding: \$1,890,906 Total (3-Year) Funding: \$5,668,848**

# Number of Schools Served: 4

**Number of Students Served: 2,595**

The Rapides Parish Public Schools Board of Education's magnet schools
project revises four existing magnet schools so that racial isolation at
these schools can be eliminated or substantially reduced while improving
stu­dent achievement and meeting all requirements set out in the No Child
Left Be­hind (NCLB) legislation. This project supports substantial
revisions to existing magnet programs that have not successfully
attracted a di­verse student population since they began three years ago.
The new programs have been recently ordered by the Federal District
Court and the Fifth Circuit Court of Appeals to do a better job of
desegregating the school system.

The new Mass Media/ Communications Magnet Programs at W. O. Hall
Elementary School, Arthur F. Smith Middle School and Peabody High School
are geared toward providing students a sequential program of studies
from entering school through high school graduation that prepares
students for careers and post-graduate study in mass media, computer
generated graphic design, multimedia design, electronic publishing, and
software, information and document design for corporations and small
businesses.

Alexandria Middle School\'s Pre-Law magnet will focus on law related
instruction and career preparation. Students will be guided though three
grades of law, citizenship, and government topics, including an eighth
grade high school credit in Government. The Peabody High Law program
will expose students to courses in the fields of law and government. The
middle and high school sequential program is geared toward providing
students preparation for careers and post-graduate study in law.

The four magnet programs will bring all schools into compliance with the
U.S. District Court\'s most recent desegregation order requiring the
magnet schools to reduce racial isolation in the district\'s most
segregated schools.

With new high standards for improving the quality of education for all
students, the academic performance of all students will increase while,
at the same time, meeting the national goal of closing the achievement
gap between minority and non-minority stu­dents. This project will also
meet the AYP requirements for all sub-groups in accordance with the
achievement goals set forth in the *No Child Left Behind* legislation.

# Grantee: [St. James Parish Public School System](http://www.stjames.k12.la.us/), Lutcher, Louisiana

**Project Name: Bridging the Gap**

**Project Director: Mary Edwards (225) 869-5375;
medwards@stjames.k12.la.us**

**Year 1 Funding: \$733,644 Total (3-Year) Funding: \$2,214,619**

# Number of Schools Served: 1

**Number of Students Served: 263**

The St. James Parish School System Magnet Schools Assistance Program
(MSAP) project will create a Science/Mathematics magnet program that
continues the successful middle grades program that is part of a recent
Court approved agreement by the U. S. Department of Justice. The new
desegregation plan is an amendment to the 1992 and 2002 agreements.
Under the 2002 agreement with the Justice Department, the district must
do something about the minority student racial isolation that exists at
St. James High School.

The district has agreed to reopen St. James High School as a dedicated
magnet school. The reason for the change is that the racial composition
of the West Bank school is not representative of the racial makeup of
the school district as a whole. The St. James High School Science and
Math Magnet School will emphasize the teaching of science and
mathematics. Students will become actively involved in all ar­eas of
learning by using practical hands-on experiences, demonstrations,
explorations, technology, and experiments. As part of their involvement
in science, students will participate regularly in laboratory
experimentation with follow-up activities in the classroom. They will be
encouraged to explore and experiment, interpret and investigate. In this
way, students will become scientifically literate. The math program will
follow the na­tional math competencies as set by the NCTM and will
emphasize the use of math in physics. The total magnet program will
focus on the learning of concepts, mastery of processes, and the
development of positive attitudes about science and mathematics.

# Grantee: [Baltimore County Public Schools](http://www.bcps.org/), Towson, Maryland

**Project Name: Accelerating Achievement and Choice**

**Project Director: Jeanne Paynter (410) 887-4330; jpaynter@bcps.org**

**Year 1 Funding: \$2,169,987 Total (3-Year) Funding: \$6,455,205**

# Number of Schools Served: 4

**Number of Students Served: 4,238**

In the 1989 report Great *Expectations for the Year 2000: Shaping the
Vision,* the system identified trends that would affect students in the
21st Century. This report predicted that minority isolation would occur
in some neighborhoods and that some schools would become overcrowded
while other school buildings would be under-utilized. The report also
recommended magnet schools as one strategy to deal with these
challenges. In 1992, the Board of Education adopted a plan to develop
and implement a magnet school program, making a commitment to open eight
magnet schools in 1993.

The Baltimore County Public Schools 2004 MSAP project continues the
system\'s commitment to magnet schools as a tool for systemic reform and
overall school improvement, having developed and sustained 26 magnet
programs. The project design builds upon the current magnet program\'s
documented strengths and provides support for achieving new program
goals. These goals include the need to expand magnet programs
systematically and to continue to use magnet programs as a tool to
reduce and prevent minority isolation and to achieve overall school
improvement.

This project supports the creation of three new magnet schools with
articulated thematic feeder patterns at Chesapeake High School and Deep
Creek and Lansdowne Middle Schools, as well as one significantly revised
magnet school at Lansdowne High School.

The magnet schools will address the major project objectives of
preventing or reducing minority isolation, providing magnet choice
options for low performing schools. In addition, the magnet schools will
serve as demonstration sites for innovative instructional strategies to
achieve the performance goals in the system\'s *Blueprint for Progress.*
BCPS proposes to implement (1) new whole school magnet programs at three
schools, Lansdowne Middle School, which will have a Center for Career
and Professional Studies theme, using the Micro-society model; Deep
Creek Middle School, which will have a 21st Century Digital­Age Learning
theme; and Chesapeake High School, which will have an Academy of
Leadership for Business, Arts and Science theme; and (2) a significantly
revised whole school magnet program at Lansdowne High School, which will
have an Academy for Advanced Professional Studies theme.

# Grantee: [Montgomery County Public Schools](http://www.montgomeryschoolsmd.org/), Rockville, Maryland

**Project Name: Magnet Schools Assistance Program**

**Project Director: Gregory Thornton (301) 279-3127;
polly_hudson@mcpsmd.org**

**Year 1 Funding: \$2,441,487 Total (3-Year) Funding: \$7,273,143**

# Number of Schools Served: 3

**Number of Students Served: 2,159**

The Montgomery County Public Schools (MCPS), Maryland\'s largest school
district, plans to start three new \"whole school\" magnet programs
through this project. MCPS has experienced significant changes in the
demographics of its students. Nearly one quarter of all MCPS students
are eligible for free and reduced-price meals and nearly half of all
children in Maryland who require instruction in English as a Second
Language attend MCPS schools. MCPS proposes to establish magnet schools
in the lowest performing middle schools in an area known as the
Downcounty. The Downcounty has the greatest concentration of minority,
low-income, and ESOL students.

Under the MCPS project Argyle, Belt, and Parkland middle schools will
become magnet schools. Argyle Middle School will become the Magnet
Academy for Information Technologies. Belt Middle School will become the
Magnet Academy for Creative Arts in Performance and Communication, and
Parkland Middle School will become the Magnet Academy for Aerospace,
Satellite and Robotic Technologies.

Each of the proposed schools will feature organizational and
instructional strategies that promote collaborative learning and foster
positive interaction among students from different backgrounds,
including special education and ESOL students. Students will use
advanced scientific testing tools, mathematical modeling systems, and
high-end media and communication networks to develop their ideas, plans,
and investigations. Students will apply their learning to solve real
problems and work together to create products.

MCPS also chose these the themes of the magnet schools to allow students
to experience the cultural, scientific, educational, and commercial
offerings available in the Washington, D.C. metropolitan area. Students
will develop instructional projects that enable them to learn beyond the
classroom walls. Every student will have opportunities to experience job
shadowing, field studies, and internships that will expose them to
positive role models of varying races and ethnicities.

# Grantee: [Springfield Public Schools](http://sps.springfield.ma.us/), Springfield, Massachusetts

**Project Name: Magnet Schools Assistance Program**

**Project Director: Joshua P. Bogin (413) 787-7752;
boginj@sps.springfield.ma.us**

**Year 1 Funding: \$2,732,648 Total (3-Year) Funding: \$8,326,192**

# Number of Schools Served: 5

**Number of Students Served: 2,753**

Operating under a continuing court order, the Springfield Public Schools
seek to reduce minority group isolation in four schools, and targets a
fifth school to assist in reducing minority group isolation at five
feeder schools, while building capacity to provide appropriate
educational opportunities to students seeking to take advantage of the
school choice provisions of NCLB. The district has selected a set of
magnet themes for five schools that will create a cohort for change and
success within the district.

The target schools are: Beal Elementary; Brookings (K-8); Liberty
Elementary; Johnson Elementary; and Duggan Middle School. The themes
have a common thread, driven in substantial part by consistent input
from parents in the community and by school staff brought together to
explore possible synergies between the magnet grant and district
initiatives.

The themes for the five schools are:

-   Beal: Expeditionary Learning with Project Based Science

-   Brookings: Museum School with an Aviation, Aerospace and Robotics
    focus

-   Duggan­: Expeditionary Learning (Middle School) with magnet
    exploratory zones in Law/Justice/Forensics; Design Engineering and
    Technology; and Broadcast Journalism/Communications

-   Johnson: Visual and Performing Arts; and

-   Liberty: ­Mathematical Discovery and Communication

The magnet themes are all are project driven and involve approaches that
include specifically conceived assessment and parent outreach vehicles.
All understand the importance of tying magnet themes to ongoing
obligations to promote advanced achievement for all students in core
content areas.

# Grantee: [Minneapolis Public Schools](http://www.mpls.k12.mn.us/), Minneapolis, Minnesota

**Project Name: Magnet Schools Assistance Program**

**Project Director: Linda Bjorklund (612) 668-0472;
Linda.bjorklund@mpls.k12.mn.us**

**Year 1 Funding: \$1,145,097 Total (3-Year) Funding: \$3,107,599**

# Number of Schools Served: 2

**Number of Students Served: 692**

International Baccalaureate (IB) Primary Years Programs will be
developed in two Minneapolis schools, Hall and Whittier, through the
Magnet Schools Assistance Program. As a result of improved
research-based instruction, effective marketing, and expanded attendance
boundaries, total enrollment at the two schools is expected to grow by
56% and the percent of students achieving grade level proficiency in
Reading and Math, along with other important school quality indicators,
are expected to improve by an average of 10 percentage points per year.

Hall and Whittier schools will undertake a rigorous three-year process
to become authorized as International Baccalaureate Primary Years
Programs. The IB Primary Years Program provides world-class education.
It focuses on development of the whole child, addressing social,
physical, emotional, cultural and linguistic needs, while giving
students a strong, transdisciplinary academic foundation. The curriculum
is inquiry-based, and its learning standards exceed Minnesota state
academic standards as well as local grade-level expectations.

The establishment of two IB Primary Years Programs in Minneapolis will
reflect an accomplishment met by only 23 elementary schools in North
America. Minneapolis Public Schools has never before attempted to
institute such a rigorous program at the elementary level. The new
Minneapolis programs will prepare students to attend the District\'s two
middle school and two high school IB programs, as well as other rigorous
upper school program choices. The existing IB Programs in Minneapolis
enjoy wide popularity and full enrollment each year, which supports the
expectation of enrollment expansion for the new elementary magnet
schools.

Whittier has been placed on Minnesota\'s list of under-performing
schools for three years in a row for failing to make Adequate Yearly
Progress (AYP) in both Reading and Math. The school is specifically
cited for underachievement among Hispanic students and English Language
Learners (ELL students). Hall school was recently placed in \"Safe
Harbor\" from the State\'s AYP list, after being included on the list
for the previous four years. Both schools are racially and economically
isolated. Establishing IB programs in these schools is expected to
result in the achievement of two major outcome objectives: improved
academic achievement, and expanded and diversified enrollment (reduced
racial isolation).

# Grantee: [Northwest Suburban Integration School District #6078](http://www.nws.k12.mn.us/), Maple Grove, Minnesota

**Project Name: Northwest Suburban Integration Magnet Schools**

**Project Director: Marcia Moore-Foster (763) 416-3080;
mmfoster@nws.k12.mn.us**

**Year 1 Funding: \$3,052,622 Total (3-Year) Funding: \$9,111,529**

# Number of Schools Served: 6

**Number of Students Served: 5,108**

The Northwest Suburban Integration School District (NWSISD) was created
in 2001 by a new state desegregation rule, which the Minnesota
Department of Children, Families and Learning developed at the direction
of the state legislature. The collaborative district includes seven
member districts, all of which are contiguous with one or more member
districts - Anoka-Hennepin #11, Brooklyn Center #286, Buffalo #877, Elk
River #728, Fridley #14, Osseo Area #279, and Rockford #883. Altogether
NWSISD serves over 83,000 students in 97 schools. The State Rule
requires schools and communities to work together to design effective
strategies for creating desegregated learning environments, which
increase parental choices.

The seven districts that make-up the NWSISD agreed to collaborate and
developed a comprehensive desegregation plan that includes using magnet
schools to reduce racial isolation in Brooklyn Center and Osseo. In
addition, the long-term magnet school plan includes assistance for the
one racially isolated school in Anoka-Hennepin as well as strategies to
prevent racial isolation from occurring in Fridley.

The project is aligned with the requirements of No *Child Left Behind*
(NCLB) and will expand the capacity of the member districts to offer
public school choice to parents whose children attend low-performing
schools. Although only one school (located in Osseo District) is
currently in the School Improvement Process, six failed to make Adequate
Yearly Progress in 2003. Four of the schools included in this project
are high-performing schools and, if the schools that failed to make
Adequate Yearly Progress in 2003, fail again in 2004; these
higher-performing magnet schools can be used to offer public school
choice to parents of students in those low-performing schools.

With MSAP funds, the NWSISD will implement six new magnet school
programs. The new magnet programs will be at the following elementary
schools: Earle Brown (Brooklyn Center), Evergreen Park (Anoka-Hennepin),
Edgewood (Osseo), and Birch Grove (Osseo), and the following secondary
schools: Fridley Middle (Fridley) and North View Junior High. The
special curricular programs being added to each school are.

1\. Earle Brown and Evergreen Park: a) implement the *Primary Years
Programme* from the International Baccalaureate Organization (IBO), b)
develop curriculum using inquiry-based and standards-based instructional
techniques, and c) integrate technology into all instruction. Earle
Brown has the capacity to accept 180 and Evergreen Park 150 new
students.

2.  Fridley Middle and North View Junior High: a) implement the *Middle
    Years Programme* from the IBO, b) implement a science core curricula
    program that has been recognized as effective by the National
    Science Foundation: *Science and Technology Concepts for Middle*
    School, c) develop curriculum using inquiry-based and
    standards-based instructional techniques, and d) integrate
    technology into all instruction. Fridley has the capacity to accept
    200 and North View 200 new students.

3.  Edgewood Elementary: a) implement math, science, & technology theme
    based on an *Inquiry Process Model* provided by the Science Museum
    of Minnesota, b) implement a math core curricula program that has
    been recognized as effective by the National Science Foundation:
    *Everyday Mathematics, c)* develop curriculum using inquiry-based
    and standards-based instructional techniques, and d) integrate
    technology into all instruction. Edgewood has the capacity to accept
    180 new students.

4.  Birch Grove Elementary: a) implement a Visual & Performing Arts
    magnet program, b) use the Leonard Bernstein Artful Learning Model
    as the infrastructure for the program, c) develop curriculum using
    inquiry-based and standards-based instructional techniques, and d)
    integrate technology into all instruction. Birch Grove has the
    capacity to accept 100 new students.

# Grantee: [Cleveland School District](http://www2.mde.k12.ms.us/csd/index_htm.html), Cleveland, Mississippi

**Project Name: Magnet Schools Assistance Program**

**Project Director: Beverly Hardy (662) 748-2734; hcprinbh@yahoo.com**

**Year 1 Funding: \$2,111,308 Total (3-Year) Funding: \$5,212,650**

# Number of Schools Served: 3

**Number of Students Served: 1,190**

The Cleveland School District is located in the Mississippi Delta Area.
Cleveland is a small town that depends primarily on farming and light
industry. The Cleveland School District enrolls 3,471 students of which
sixty-nine percent (68.5%) are minority. Almost all of its minority
students are African-Americans. The student population reflects the
poverty in the Cleveland community, with 70% of the students from
low-income families.

In September, 1989, the US District Court and the Cleveland School
District mutually agreed to the entry of a Consent Decree that provided,
among other things, for the establishment of an elementary magnet school
to reduce minority group isolation.

When Hayes Cooper Center opened, it was extremely successful. As a
result, the US Justice Department submitted a brief to the federal court
in October of 1992, asking that the scope of the Consent Decree be
expanded and the School District concurred. On November 13, 1992, the
Court ordered that the elementary program be doubled in size and the
program be continued into the junior high level. The Hayes Cooper Junior
High Program opened in the fall of 1993. The same court order authorized
the district to open a high school magnet program.

With MSAP funds, the Cleveland School District will implement one new
and two significantly revised magnet school programs. The revised
programs will be at Hayes Cooper Elementary (K-5), Hayes Cooper Middle
School (6-8) and the new programs will be at East Side High School
(9-12).

Hayes Cooper Elementary School will replace its current math, science
and technology theme with the *Primary Years Programme* from the
International Baccalaureate Organization, eliminate academic admission
criteria, change the organizational structure from K-6 to K-5.

Hayes Cooper Middle School will replace the current part-time math,
science, and technology theme with a full-time *Middle Years Programme*
from the IBO, change the organizational structure from a junior high
school to a middle school, and eliminate academic admission criteria.

East Side High School, a new magnet school, will complete the IBO
*Middle Years Programme* started at Hayes Cooper Middle and implement a
math, science, and technology magnet program for all students at all
grade levels. No academic criteria for admissions will be used.

# Grantee: [St. Louis Public Schools](http://www.slps.org/), St. Louis, Missouri

**Project Name: P-8 Technology-Integrated Magnet Schools Initiative**

**Project Director: Myrtle Reed (314) 345-2319; myrtle.reed@slps.org**

**Year 1 Funding: \$2,652,932 Total (3-Year) Funding: \$8,030,160**

# Number of School Served: 12

**Number of Students Served: 4,200**

The St. Louis Public Schools, in collaboration with
[eMINTS](http://www.emints.org/about/index.shtml) (enhancing Missouri\'s
Instructional Networked Teaching Strategies), area colleges and
universities, local business partners, the St. Louis Public Schools
Foundation, the Parsons Blewett Memorial Fund, and a broad range of
community organizations, will establish a new magnet school program in
12 district elementary schools.

The new magnet school sites, located throughout the city of St. Louis,
will be restructured as P-8 buildings, with programs patterned after the
successful Peabody model being implemented in the district\'s Peabody
Elementary School. Participating schools include:

> • Clark Elementary School
>
> • Cole Elementary School
>
> • Hamilton Elementary Community Education Center
>
> • Patrick Henry Elementary School
>
> • Mann Elementary School
>
> • Mason Elementary School
>
> • Mitchell Elementary School
>
> • Monroe Elementary School
>
> • Oak Hill Elementary School
>
> • Peabody Elementary School
>
> • Shepard Accelerated Elementary School
>
> • Wyman Elementary School

Each new magnet school will include the following key features:

Technology-based instruction using the eMINTS program will integrate
multimedia technology into inquiry-based, student centered,
interdisciplinary instruction. This approach has facilitated dramatic
achievement gains at Peabody and many other elementary schools across
Missouri. In only three years, Peabody students in the proficient and
advanced levels of the MAP (Missouri Assessment Program) increased from
less than 20 percent to more than 80 percent in all four key subject
areas.

Intensive and ongoing professional development will include at least 200
hours of training for each participating teacher. Peabody itself will be
used as an \"anchor\" or demonstration site for participating P-8 magnet
schools.

Parents of students attending one of the district\'s low-performing
schools, schools designated as \"not making adequate yearly progress\"
under the terms of No Child Left Behind, will be eligible to exercise
the choice of applying for these new P-8 magnet schools.

> Each school will appoint and maintain an Education Task Force made up
> of parents, community business representatives, neighborhood
> residents, and higher education representatives with an active
> interest in the school community. Task force members will be
> responsible for facilitating community support and access to community
> resources.

Program strategies and student selection criteria will be designed to
attract a range of families and to achieve a student racial balance of
60 percent minority and 40 percent non-minority (± 5 percent), as
dictated by the district\'s court­ approved Desegregation Settlement
Agreement.

# Grantee: [Omaha Public Schools](http://www.ops.org/), Omaha, Nebraska

**Project Name: Magnet Schools Assistance Program**

**Project Director: Sandra Day (402) 557-2080; sandy.day@ops.org**

**Year 1 Funding: \$1,043,744 Total (3-Year) Funding: \$2,659,140**

# Number of School Served: 2

**Number of Students Served: 1,730**

This project will support the initial implementation of two new magnet
schools in the Omaha Public Schools. The mission of both schools is to
\"provide innovative, attractive curriculum and instruction and to draw
students to reduce racial isolation.\"

The two schools are R.M. Marrs Magnet Center and Alice Buffett Magnet
Middle School. Both schools will enroll grades 5 - 8.

Marrs will offer special curriculum in mathematics, economics, and
information technology. Activities planned for Marrs include the
completion of Algebra Content Standards in the 8th grade, the study of
mathematics in community service, the study of economic principles, the
operation of a school bank with Wells Fargo, the building of computers
in summer camps, the study of historical influences of economics, and
much more.

Buffett will offer special curriculum in communication skills and
electronic media. Activities planned for Buffett include broadcasting
radio and television through the school and community outlets, providing
experience in forensics and debate, initiating a Talking Book service,
creating and maintaining a website information base, using IT to present
messages of various kinds including advertising, creating high quality
graphics to support messages, and much more.

Both schools will use research proven teaching techniques, collaborative
planning, innovative school organization, parent focused communication,
and methodical recruitment techniques. Both schools will assure students
achieve Nebraska State Content Standards for all subjects and Extra
Value Standards related to their magnet themes. The curriculum will be
adaptive to individual student needs and interests, hands-on, project
focused, and rich in technology.

# NEVADA

# 

# Grantee: [Clark County School District](http://www.ccsd.net/), Las Vegas, Nevada

**Project Name: Magnet Schools Assistance Program**

**Project Director: Jhone Ebert (702) 799-8492; jhone@ccsd.net**

**Year 1 Funding: \$1,541,357 Total (3-Year) Funding: \$5,518,487**

# Number of School Served: 3

**Number of Students Served: 5,464**

The Clark County School District magnet schools project supports one new
magnet school and two revised magnet schools.

Canyon Springs High School is a new magnet school, locate in a community
that is very diverse in terms of ethnicity. Jo Mackey Elementary School
and Desert Pines High School are among the most racially isolated
schools. The project is designed to not only create innovative thematic
magnet programs that will attract students from throughout the areas,
but also will address how available school resources, parenting styles,
and peer cultures can become valuable contributing factors to individual
student success.

Most importantly, the quality of instruction will be redesigned and
refine to improve academic achievement in all subject areas. Using the
state's accountability provisions, Clark County School District
officials have developed specifications on how the magnet schools
included in this project will close the achievement gap and ensure that
all students, including those who are disadvantaged, will achieve
academic proficiency.

Canyon Springs High School will offer a Leadership and Law Preparatory
Academy, Desert Pines High School will offer a Digital Communications
Academy, and Jo Mackey Elementary School will implement a Global Academy
of Leadership program.

# Grantee: Community School District Ten, Bronx, New York

**Project Name: Magnet Schools Assistance Program**

**Project Director: Stephanie Krusa (718) 741-7073; skrusa@nycboe.net**

**Year 1 Funding: \$1,642,224 Total (3-Year) Funding: \$4,953,990**

# Number of Schools Served: 6

**Number of Students Served: 3,649**

District Ten proposes to target six schools: three elementary schools
(PS 205, PS 310 and PS 340), one middle/high school (MS/HS 368) and one
high school (Marble Hill High School for International Studies) in order
to reduce minority group isolation and improve student achievement. All
six of the District Ten schools targeted for support have pressing
academic needs. One school, PS 310, is identified as "low performing"
and is in its second year as a school in need of improvement.

PS 205, the LaGuardia Academy of Arts and Technology, is an attendance
zone magnet that plans to implement an interdisciplinary model that
infuses arts and technology across the curriculum. In addition to the
arts-enriched theme, the LaGuardia magnet will place a special emphasis
on developing curricula that explore authentic connections to cultural,
scientific and technological studies.

PS 310, an attendance zone magnet, plans to build on its four academies
(mini-schools) that offer small learning communities with a thematic
focus. As a magnet school, PS 310's project-based curriculum will better
address the diverse learning styles of its multicultural student body by
aligning it with the Theory of Multiple Intelligences, developed by Dr.
Howard Gardner and researchers from Harvard's Project Zero.

PS 340, a limited choice magnet school with two designated feeder
schools, will implement an enhanced academic program using science and
social studies as the framework for interdisciplinary teaching and
learning under the thematic umbrella of Global Studies.

MS 254, an attendance zone magnet school located across the street from
Fordham University, plans to significantly revise its current magnet
program to incorporate a dual focus on Applied Arts and Science. The
proposed magnet initiative will expand the school's offerings, which had
been limited to sciences and technology, to attract a broader range of
students and increase their engagement in learning.

MS/HS 368, established in 1999-2000 for the express purpose of preparing
students to participate in a high technology workforce, proposes to
significantly revise its current magnet program so that graduates will
be poised to participate fully in a global economy by offering an array
of career-oriented strands.

Marble Hill High School for International Studies, a borough-wide choice
school, proposes to expand its theme of international studies by
offering two additional strands---international relations (focusing on
diplomacy, humanitarianism and conflict management) and travel and
tourism.

# Grantee: Community School District #14, Brooklyn, New York

**Project Name: Community School Districts #13, 14 & 15 Consortium
Magnet Program**

**Project Director: Joseph Gallagher (718) 935-3675;
jgallag@nycboe.net**

**Year 1 Funding: \$2,696,704 Total (3-Year) Funding: \$8,323,071**

# Number of Schools Served: 7

**Number of Students Served: 3,883**

[PS 8]{.underline} will use the Renzulli Schoolwide Enrichment Program,
developed at the University of Connecticut, as the key to raising
student achievement. [PS 18: Magnet School for Government, History, and
Leadership]{.underline} will employ project-based learning focused on
the Government / History / Leadership theme as a means to promote
respect, cooperation, interracial interaction, and leadership in the
school community. [PS 24: Dual Language School for International
Studies]{.underline} will provide a bilingual environment where all
students will have the opportunity to learn a second language while
continuing to develop their native language proficiency. Using
project-based learning and the Renzulli enrichment model, all students
will have hands-on learning experiences and opportunities to explore
learning in both languages. [PS 31: Magnet School for the Arts and
Humanities]{.underline} will provide a rigorous academic environment
where all students will be exposed to great thinkers, artists, authors,
and composers of the past and present. Using a project-based learning
model, each month the whole school will delve into a new humanities
discipline of great works. [PS 84: Magnet School for Visual
Arts]{.underline} will use arts in education as both a content area and
as a method of teaching and learning that emphasizes higher-order
critical thinking skills. The visual arts will be integrated into the
entire curriculum, spearheading the implementation of interdisciplinary
instruction throughout the school. [PS 120: Magnet School for
Multicultural Education]{.underline} will generate a new body of
thematic, multicultural units that will be aligned with both New York
State and New York City content standards and will integrate world
geography and environmental issues, along with the art, music, language,
and cultures into all content areas as

the key to raising student achievement. [PS 154: The Museum Alliance for
Science and]{.underline} [Technology]{.underline} will create
partnerships between the school and more than eleven formal and informal
science and technology \"museums.\" As the school builds school /
community alliances, it will focus on solving problems, exploring
phenomena, and on building collective understanding through inquiry.

# Grantee: Community School District #21, Brooklyn, New York

**Project Name: Community School Districts 20 & 21 Consortium Magnet
Program**

**Project Director: Ethel Tucker (718) 759-3941; etucker@nycboe.net**

**Year 1 Funding: \$2,784,618 Total (3-Year) Funding: \$8,427,636**

# Number of Schools Served: 5

**Number of Students Served: 4,472**

[PS/IS 95: The Magnet School of Multiple Intelligences]{.underline} will
be centered around the theory of Multiple Intelligences developed by
Howard Gardner, a cognitive psychologist at Harvard University.
Students\' daily instruction will reflect a student-centered emphasis on
eight distinct intelligences: linguistic, logical/mathematical, musical,
spatial, bodily-kinesthetic, interpersonal, intrapersonal, and
naturalist. [PS 100: The Magnet School of Communication and Media
Arts]{.underline} will provide students with an innovative and
challenging integrated instructional program designed to develop strong
communication skills in reading, writing, speaking, and the arts while
enhancing the child\'s creativity. PS 100 will implement a communication
and media arts theme that gives students the opportunity to learn
through the vehicle of communicating in a world where technology has
revolutionized the way in which human beings communicate, interact and
perceive the world around them. [PS/IS 104: Magnet School of Museum
Studies]{.underline} will be an academic environment in which school and
museum educators work together to develop new ways of promoting
learning. Extensive contact with the authentic resources available in
museum collections will offer evidence, illustrate ideas, stimulate
curiosity, provoke questions, and suggest new ways for presenting
knowledge. [IS 223: The Magnet School for the Arts, International
Studies, and Science and Technology]{.underline} will become a school of
three Smaller Learning Communities based on its three innovative magnet
programs: The Academy of Science and Technology, The Academy of
International Studies, and the Arts Academy. The smaller academies model
will provide for a more personalized environment where all students are
provided with one-on-one support and counseling. [PS 253: The Magnet
School of Multicultural Humanities]{.underline} will infuse
multicultural humanities studies into the curriculum at every grade and
content level in the school. The celebration of diversity will serve as
the foundation for the school, and the school will enhance its
students\' understanding of the links that connect us all.

# Grantee: Bladen County Schools, Elizabethtown, North Carolina

**Project Name: Magnet Schools Assistance Program**

**Project Director: Theresa Wuebbels (910) 647-6531;
twuebbels@bladen.k12.nc.us**

**Year 1 Funding: \$730,280 Total (3-Year) Funding: \$1,136,905**

# Number of Schools Served: 1

**Number of Students Served: 350**

The significantly revised magnet school at [Clarkton School of
Discovery](http://www.bladen.k12.nc.us/csd/index.htm) will be called
Learning Connections - a Discovery through Technology program. It will
use Curriculum Integrations and Multiple Intelligences in its strategies
of teaching and learning, while integrating technology across the basic
and elective curricula at the school.

The Clarkton School of Discovery program is being significantly revised
because it needs a more attractive, more exciting, and a continued high
quality program in order continue to attract students from targeted
feeder schools. This is absolutely necessary due to several factors.
These factors include more competitive curriculum offerings now being
offered at other middle schools, the effects of the comprehensive
reorganization of schools that has taken place in the Bladen County
School System, and an increase of minority student population at
Clarkton School of Discovery over the last three years.

Learning Connections is an innovative program in which technology will
be woven throughout the curriculum while using multiple intelligences
and connections in all subject areas to address the different ways
children learn. The expectation of this innovative curriculum is that it
will be unique enough to draw students from targeted feeder schools in
order to prevent a return to minority student isolation at Clarkton
School of Discovery. It will also provide a means to closing the
achievement gap and the digital divide that exists between minority and
non-minority students within the school and it will offer opportunities
that will develop tangible vocational and professional skills in the
student population.

# Grantee: [Charlotte-Mecklenburg Board of Education](http://www.cms.k12.nc.us/), Charlotte, North Carolina

**Project Name: Magnet Schools Assistance Program**

**Project Director: Robbie Kale (980) 343-5030; r.kale@cms.k12.nc.us**

**Year 1 Funding: \$2,019,152 Total (3-Year) Funding: \$5,652,397**

# Number of School Served: 6

**Number of Students Served: 3,957**

The Charlotte-Mecklenburg County magnet schools project will involve six
magnet schools: Winding Springs, Hornets Nest, Huntingtowne Farms, Irwin
Avenue and Statesville Road Elementary Schools; and J.T. Williams Middle
School.

Each of the six schools will implement significant revisions to their
existing magnet programs. At [Winding Springs]{.underline} (K-5), the
Center for Leadership and Global Economics theme will emphasize global
studies and economics to prepare students to be future leaders. Students
will form a learning community that fosters teamwork, leadership and
decision-making. Community awareness will be integrated into students\'
understanding of various cultures and global economic resources.
Students will be prepared for careers in banking, finance, legal and
political systems.

[Hornets Nest]{.underline} (K-5) and [J.T. Williams]{.underline} (6-8)
will implement the Communication Arts theme that focuses on developing
thinking skills to express ideas using various forms of media. At
Hornets Nest, the Research/Write model will accelerate the writing
curriculum through authentic research and technology to process
information in innovative ways. J.T. Williams will implement a
complementary model, Research, Write, Create and Communicate, to build
students\' research skills and create program continuity for entering
6^th^ graders.

[Huntingtowne Farms]{.underline}, [Irwin Avenue]{.underline} and
[Statesville Road]{.underline} (K-5) will implement the International
Baccalaureate/ Primary Years Program. All three schools will implement
innovative revisions so that they can be IB-authorized. The program will
introduce inquiry-based learning and expand students\' awareness of the
world through community service projects with a global perspective.
Students will focus on international studies, research and technology
skills within a transdisciplinary curriculum. They will be introduced to
foreign language instruction through various resources.

# Grantee: [Winston-Salem/Forsyth County Schools](http://mts.admin.wsfcs.k12.nc.us/), Winston-Salem, North Carolina

**Project Name: Magnet Schools Assistance Program**

**Project Director: Janice Sherrill (336) 727-2519;
jsherrill@wsfcs.k12.nc.us**

**Year 1 Funding: \$2,393,269 Total (3-Year) Funding: \$7,109,,837**

# Number of School Served: 4

**Number of Students Served: 3,747**

The Winston-Salem/Forsyth County Schools (WS/FCS) serve more than 47,788
students in 67 school facilities. It is the 5th largest school system in
North Carolina. District wide, 49.8 percent of students are white, 34.8
percent are black, 11.1 percent are Hispanic, 1.3 percent is Asian, and
2.8 percent are multiracial.

Despite the district\'s efforts to achieve voluntary integration through
the \"Schools of Choice\" plan, there are several schools with high
minority group isolation and underutilized facilities. Thus, the WS/FCS
seeks to reduce minority group isolation at Mineral Springs Elementary
School, Mineral Springs Middle School, Parkland High School and Atkins
High School with support from the Magnet Schools Assistance Program.
These four schools are among those with some of highest minority student
enrollment in the district. The chart below details the proposed magnet
schools, their themes, and their current minority student enrollment.

This plan will allow elementary students to continue their theme of
study at the middle school level. In addition, this magnet school plan
will provide for two high schools. Parkland High School will complete
the IB programs already offered at the Elementary and Middle School
Level while Atkins High School will offer students preparation for a
College Career that could possibly provide local employment. This plan
is supported enthusiastically by the WS/FCS Board of Education.

# Grantee: [Multnomah County School District #1](http://www.pps.k12.or.us/), Portland, Oregon

**Project Name: Jefferson Cluster Magnet Project**

**Project Director: Harriet Adair (503) 916-3227; hadair@pps.k12.or.us**

**Year 1 Funding: \$1,755,446 Total (3-Year) Funding: \$5,237,460**

# Number of School Served: 5

**Number of Students Served: 2,367**

The Portland Public Schools (PPS) Magnet Schools Assistance Program
project will establish innovative new magnet programs at the following
schools: Jefferson High School, Ockley Green Middle School, Applegate,
Beach, and Kenton elementary schools. All of these schools are located
in older, inner-city, low-income neighborhoods in North/Northeast
Portland, part of Oregon\'s only federally designated Urban Enterprise
Community.

The Jefferson Cluster Magnet Project will advance the goals and
priorities of the district\'s Strategic Educational Action Plan for
raising standards-based achievement for all students and eliminating
disparities in achievement among various populations (e.g., based on
ethnic/cultural background, socioeconomic status); and the district\'s
Educational Options Policy and School Choice Program, designed to help
families and students access the school program that best meets their
interests and needs. Two of the participating schools, Jefferson High
School and Ockley Green Middle School, were identified in November 2003
by the Oregon Department of Education as failing to meet the Adequate
Yearly Progress (AYP) requirements established in compliance with the
2001 No Child Left Behind Act (NCLB). Jefferson High School has failed
to make AYP for the past two years, and is in Title I \"corrective
action\" status in 2003-04.

The Jefferson Cluster Magnet Project will demonstrate the effectiveness
in meeting MSAP goals of an integrated approach to teaching the arts,
science, mathematics, and technology education that connects each of the
elementary schools to the middle school curriculum, and that is designed
to prepare students for success in the grades 9-10 Academies and grades
11-12 content strands at the Jefferson High School magnet program. A
distinct hallmark of the Jefferson Cluster Magnet Project will be its
extensive collaborative partnerships with local stakeholders and with
recognized national models. These partners will include Portland State
University, Portland Community College, the University of Portland,
Northwest Educational Technology Consortium and Center for Excellence in
Teaching and Learning at the Northwest Regional Educational Laboratory,
the Grammy Foundation/Bernstein Center, and a wide range of local arts
and culture organizations, employers, government agencies, and
community-based organizations.

# Grantee: [Richland School District Two](http://www.richland2.k12.sc.us/), Columbia, South Carolina

**Project Name: Magnet Schools Assistance Program**

**Project Director: Elaine Delk (803) 738-3273; edelk@richland2.org**

**Year 1 Funding: \$1,999,719 Total (3-Year) Funding: \$5,449,335**

# Number of Schools Served: 4

**Number of Students Served: 2,787**

Richland School District Two's Magnet Schools Assistance Program will
establish and operate two new elementary magnets (K-5), one new middle
school magnet (6-8), and one new high school magnet (9-12).

The goal of ImPACT (Improving Performance through Arts, Communication
and Technology) is to reduce minority group isolation at Conder
Elementary School, Dent Middle School, and Richland Northeast High
School *and* to prevent minority group isolation at Forest Lake
Elementary School. This initiative creates a cultural corridor which
will bring a diverse group of students to the schools in the southern
end of the district to participate in high-quality academic magnet
programs: an arts infusion school at Conder Elementary, a
technology-integrated school at Forest Lake Elementary, a media literacy
program at Dent Middle, and a stellar, newly-designed convergence media
program at Richland Northeast High School.

The magnet themes reflect the consensus and commitment of educators,
parents, and the community to advancing arts, communication, and
technology skills in order to prepare a qualified workforce for the
21^St^ century. These magnet programs are consistent with both the
district\'s instructional mission and national, state, and local
systemic reform initiatives. The curricula and project activities at the
lower grades are designed to articulate smoothly into the convergence
media program at the high school.

# Grantee: [Hamilton County Department of Education](http://www.hcde.org/), Chattanooga, Tennessee

**Project Name: Magnet Schools Assistance Program**

**Project Director: Joanne Smith (423) 209-8473; smith_joanne@hcde.org**

**Year 1 Funding: \$1,973,881 Total (3-Year) Funding: \$5,980,443**

# Number of Schools Served: 3

**Number of Students Served: 2,514**

Magnet Schools Assistance Program funds will support the restructuring
of three low-performing, minority group isolated high schools into
magnet schools featuring career academies that will be capable of
attracting more diverse student bodies. The schools are Brainerd High
School, Howard High School and Tyner High School.

These three high schools will be restructured into smaller learning
communities to better meet the educational needs of its students.
Research has found that small schools, or smaller school units can
better meet the needs of students because of the increased
personalization of the high school experience.

Each of the high schools that are part of this project will be divided
into several academies.

-   Brainerd High School will implement two academies: ACE (Arts,
    Communications and Education), and ITBS (Industry, Technology, and
    Business Systems).

-   Howard High School will implement three academies: Multimedia and
    Communications. Architectural Design and Construction, and Social
    Services;

-   Tyner High School will implement three academies: Information
    Systems; Science; Pre-engineering.

# Grantee: [Jackson-Madison County Consolidated School System](http://www.jmcss.net/), Jackson, Tennessee

**Project Name: Magnet Schools Assistance Program**

**Project Director: Debra D. Owen (731) 664-2531; ddowen@jmcss.org**

**Year 1 Funding: \$2,864,767 Total (3-Year) Funding: \$8,747,320**

# Number of Schools Served: 5

**Number of Students Served: 2,361**

[Alexander Elementary School]{.underline} will be a Microsociety Magnet,
whose primary goal is to prepare students to become active, caring,
responsible citizens by multiplying opportunities for success. This
program allows children to create a miniature society in the school;
adapts instruction to real world experience; incorporates democratic
ideals and entrepreneurship; and helps children to develop positive
attitudes toward learning, school, themselves and their community.

[Arlington International Leadership School]{.underline} will focus on
local, state, national and international history, geography, citizenship
and leadership studies. Students will study history, geography,
citizenship and leadership through *Integrated Thematic Instruction* and
Core *Knowledge,* following the Jackson-Madison County School
District\'s social studies curriculum in civics, economics, geography
and history.

The [Jackson Intermediate Career Exploration Technology Magnet
School]{.underline} will pursue a challenging and rigorous curriculum
that integrates technology with career exploration in science, medicine,
engineering, and communications through thematic instruction and problem
based learning. Jackson\'s career focused theme is designed to provide
students with the necessary skills needed for the world of work in a
variety of careers.

The magnet curriculum at the [Isaac Lane Career Exploration Technology
Ma net]{.underline} will consist of integrated thematic units covering
the four career areas, delivered with a high degree of sophisticated
technology and an emphasis on communication skills. These thematic units
will consist of science, health, engineering and communications. Each of
these themes will have sub-units that relate to prime career
opportunities in Jackson-Madison County.

[North Parkway Elementary]{.underline} will be a [Multiple Intelligences
Talent Development School]{.underline} founded on a belief in
Effort-Based Education and Multiple Talents and the Intelligence of all
children. Students will have the opportunity to explore their individual
intelligences through linguistic, logical-mathematical, musical,
naturalistic, spatial, bodily kinesthetic, interpersonal, intrapersonal
and naturalist activities. This will allow the school to teach to the
whole child while offering each one an opportunity to be exposed to
various art forms such as string instruments, drama, keyboard, and
drums.

# Grantee: [Longview Independent School District](http://www.lisd.org/www2/Main/default.asp), Longview, Texas

**Project Name: Longview Magnet Schools Project**

**Project Director: Jennifer Scott (903) 381-2242; jscott@lisd.org**

**Year 1 Funding: \$2,855,097 Total (3-Year) Funding: \$6,896,854**

# Number of Schools Served: 5

**Number of Students Served: 1,945**

Longview ISD' project under the Magnet Schools Assistance Program
supports its court-ordered desegregation plan and comprehensive school
reform efforts. The Department of Justice is urging the district to
address increasing minority group isolation caused by demographic
changes and the educational needs of students, stating \". . *we
encourage the District to consider creative approaches to further
\[desegregate\] the school system, such as establishing magnet schools.
\"*

To meet the challenge of new, more rigorous state student performance
standards, the district proposes to transform teaching and learning by
establishing exemplary educational programs in five schools that are
heavily minority group isolated. These new magnet schools will serve as
a catalyst for systemic change across the district while meeting the
educational, cognitive, and social needs of its students.

The magnet programs have been purposefully designed to provide a
seamless, high quality, coherent education that is articulated from
pre-kindergarten to eighth grade. The project features an early
childhood Montessori program and International Baccalaureate (IB)
programs in grades one through eight. The Montessori and IB
instructional programs provide high quality, hands-on, inquiry based
learning experiences in technology-rich environments.

The programs will assist the district in its efforts to implement
systemic reform. The International Baccalaureate and Montessori programs
require profound changes in instructional methods and curriculum design
that are based upon best practices. The complementary relationship
between the programs suggest that the district is moving to a *system
of* magnet schools that are linked pedagogically and will provide a
platform for building capacity within the district for continuous
improvement.

The schools involved in this project are---

-   G.K. Foster Montessori

-   J.L Everhart International Baccalaureate

-   PWP International Baccalaureate

-   McClure International Baccalaureate

-   Forest Park International Baccalaureate

# Grantee: [Victoria Independent School District](http://www.visd.com/), Victoria, Texas

**Project Name: Equity, Excellence and Educational Choices**

**Project Director: Martha Pedersen (361) 788-9270;
marty.pedersen@visd.com**

**Year 1 Funding: \$2,808,549 Total (3-Year) Funding: \$6,884,284**

# Number of Schools Served: 4

**Number of Students Served: 1,605**

The Victoria ISD magnet school project is built around developing
students\' science literacy and global understandings in 21st Century
learning settings. This project will offer families additional
educational choices and a new look at how exciting and fun learning can
be. There will be four magnet schools participating in this MSAP
project.

F.W. Gross Elementary Magnet School is revising its magnet theme to
include Montessori Cultural Studies as part of their upper elementary
curriculum. The Montessori Cultural Studies teaches concepts of
geography and history through the following four areas: functional
geography, cultural geography, political geography, and physical
geography. By studying these four areas of geography students gain a
rich understanding of how mankind has adapted and developed over time
and throughout the world.

Rowland Elementary Magnet School is a new magnet school that has chosen
a Medical Science magnet theme. From Habits of Mind to life-time healthy
habits, the whole child and family will be developed as part of this
dynamic learning environment. Using a biological model for organizing
their school, the Rowland staff has developed exciting learning
experiences around the context of the medical community.

Smith Elementary Magnet School will be another new magnet school. Smith
has identified science literacy as a major part of their neighborhood
students\' academic needs. The magnet theme will be marine science. This
science-based curriculum provides academic rigor using higher order
thinking and analytic skills to create a quality-learning model. The
marine science theme will create significant community interest for this
elementary school.

Profit Magnet High School has chosen the idea of a 21^st^ Century
Renaissance as its magnet theme. This renaissance or rebirth refers to
the school\'s emphasis on developing students emotionally, physically,
and academically. Profit has chosen to adopt the Expeditionary Learning
systemic reform model which builds students\' minds, emotions,
character, and strength. Using media and graphic arts as an applied arts
focus, students will be engaged and highly motivated as they develop
both individually and collectively, through their high school
experience.

# Grantee: [Wichita Falls Independent School District](http://www.wfisd.net/magnet/index.asp), Wichita Falls, Texas

**Project Name: A World Vision Transcending Boundaries**

**Project Director: Jan Banner (940) 720-3269; jbanner@wfisd.net**

**Year 1 Funding: \$2,777,887 Total (3-Year) Funding: \$7,969,214**

# Number of School Served: 4

**Number of Students Served: 2,091**

Wichita Falls, Texas, a city of 104,000 people north of Dallas on the
Red River, will implement four significantly revised magnet schools in
this proposal.

The instructional strand selected for the four participating schools is
the International Baccalaureate Program (IB) with a focus on aerospace,
environment, multimedia, and medical topics of study. Full integration
of technology and research in all areas of study will be primary to the
total program.

The IB Primary Years Program (PYP) will be implemented at Lamar for
grades K-3 and at Washington/Jackson for grades 4-6. The IB Middle Years
Program (MYP) will be implemented as a partnership of Hirschi High
School (grades 9-10) and Kirby Junior High (grades 7-8). The existing
authorized IB Diploma Program at Hirschi High School for grades 11 and
12 will complete the strand and form consistency for students K-12. A
research model that begins in kindergarten and progresses through grade
twelve is to be developed along with a technology component that will be
a powerful tool for organizing and analyzing information and for
modeling concepts and underlying structures.

# Grantee: [Tacoma Public Schools](http://www.tacoma.k12.wa.us/), Tacoma, Washington

**Project Name: Bryant Montessori School**

**Project Director: Lynne Rosellini (253) 571-2534;
lrosel@tacoma.k12.wa.us**

**Year 1 Funding: \$357,968 Total (3-Year) Funding: \$955,502**

# Number of School Served: 1

**Number of Students Served: 340**

The [Bryant Montessori
School](http://www.tacoma.k12.wa.us/schools/school.asp?SchoolName=Bryant+Elementary+School)
Magnet Schools project will reduce minority group isolation by expanding
an existing magnet school and creating a new Montessori middle school
component that builds Bryant's Montessori Program through Grade 8 by the
end of the project.

The Montessori Program is a specialized and individualized method of
teaching that builds on the child\'s innate love of learning, allowing
students in multi-age classrooms to work at their own developmental
levels and to work cooperatively with other students. Self-discipline
and responsibility are inherent in the curriculum.