LEMINGTON ELEMENTARY SCHOOL

PROBLEM STATEMENT

    
Lemington Elementary School is located in an African-American community
in the eastern part of Pittsburgh. Children score below the national
average in reading and math. In fact, it is one of the lowest achieving
schools in the Pittsburgh Public Schools [see school profile, Appendix B].
The school library has outdated books and other materials.
    
The Lincoln-Larimer-Lemington community is a low -income community. At one
time it was a stable and quiet community. Within the past few years, 
gunshots have replaced the quiet traditionally experienced by residents
[see APPENDIX C].  Many of the children have witnessed the violence in
their neighborhood. Some have experienced the loss of a parent, sibling,
or other family member due to homicides. Concern about safety has become a
major issue in the community. Increased achievement, computer literacy,
and enhancing students' knowledge of African-American history and culture
are part of our Comprehensive Education Improvement Plan -CEIP 
[see Appendix D ]. In order to help our students focus on learning and
develop computer skills, the Jostens program was instituted during the
1995-1996 school year.
    
Through this program, teachers are able to assess their students' 
weaknesses, as well as develop online assignments that will give students
the opportunity to practice their weak skills. Mr. Cariton Heywood uses
the program to train third, fourth, and fifth graders to do research. Dr.
Margaret O. Brown uses the program to train parents and others involved in
the Parent Utilization Learning Laboratory - PULL [see APPENDIX E].
Teachers, students, staff and the community are excited about this
program.
    
Unfortunately hardware, software, and cabling problems hinder consistent 
use of the network. This is very frustrating for everyone involved.
Another major concern LEMINGTON ELEMENTARY SCHOOL is that we do not know
whether we will be permitted to buy or keep the hardware at the end of the
contract [June, 1999].
    
A Common Knowiedge Center can assist children in making the connection
between what they have learned and how to apply research skills to increase
that knowledge. Also, the ability to research African-American heroes and
issues may increase their self-esteem and motivation.
    
There is considerable research on the relationship between attitudes, 
beliefs, and behavior. An attitude/belief variable which has received much
attention is Rotter's [1954] theory of locus of control [Cox & Luhra,1978;
Hendricks & Montgomery, 1984; Maqsud,1980; Nielson & Long,1981;
Palenzuela,1984;Parrot & Strongman,1984; Thompson,1984; and Wittes,1970].
He refers to Locus of Control as the belief that one's life circumstances,
chances, rewards or punishments are a consequence of one's behavior - 
internal locus of control- or due to some outside influence, such as fate 
or luck - external locus of control.
    
In a study of the Woodland Hills School District, Brown [1986] found that 
among 319 high school students [ a stratified sample of the 1606 students 
who completed the questionnaire], those who participated in school
activities were more likely to score high on internal locus of control
and have a more positive attitude toward school. However, black
students who participated in school activities were more likely to score
low on internal locus of control and to have a negative attitude about
school.

Although this was a study of high school students, it does support other 
findings in the literature that attitudes have an effect on behavior.
Although in general students who participate in school activities tend to
have a positive attitude towards school, this is not necessarily true for
African-American students. These children may need to read about, hear,
and see that others like them have been and are successful.

EDUCATIONAL ACTIVITY

    
The Common Knowledge Center at Lemington will provide students with the
opportunity to reinforce research skills using an African-American history 
and culture focus. This is in accordance with the Exit Content Standard of
the Communications Framework at grade 3 [see Appendix F] and the
Lemington Elementary CEIP. The center will be located in the school
library. One of the school's CEIP goals is to renovate and update the
school library.
    
The Center will be an integral part of the learning environment as 
described below:
    
A. Students will:
    
   1. Develop a functional knowledge of internet operations;
    
   2. Be able to perform research utilizing traditional off line 
       reference materials and then the internet located in the library
       and;
    
   3. Use the collected data from the internet and traditional off-line
       reference materials to create a comprehensive written report about
       African-American history and culture and other subjects.
    
B. Members of the Parent Utilization Learning
   Laboratory and staff will:
    
   1. Develop a functional knowledge of internet operations and;
    
   2. Be able to perform research utilizing the internet that may help
       them with parenting skills and every day life.
    
        
In partnership with the East Liberty Branch of the Carnegie Library of 
Pittsburgh, parents and students will be able to explore the internet
during and after school hours. If we are able to continue with the Jostens
program, it will also be a part of the total educational environment at
Lemington.
    
Technology, traditional curriculum materials, and enhanced teaching methods
will be combined to increase our students achievement, motivation, and
self-esteem. The Lemington School and community will each have a more
positive learning experience.
    
We believe that the traditional barriers to the implementation of 
educational programs will not occur. The principal restructured the school
schedule in order to give intermediate teachers an opportunity to provide
remedial help for students. Other students were scheduled for an extra
library period. The librarian uses this period to teach research in the
computer lab. With a Common Knowledge Center the location of the research
will change to the school library. Instead of The Gold Book Encyclopedia,
the internet will become the primary technology resource. The goals of the
program are those that are described in the CEIP. Teachers began gathering
African-American resource materials several years ago. Internet access
will speed this process. Finally, parent training will continue to be a 
focus of our school.

PROJECT TEAM

    
Project Project team members are part of the staff and community. They are
as follows:

   1. Mr. Donus Crawford,Jr., - Principal
    
   2. Mr. Cariton Heywood - School Librarian and Co-site Coordinator
    
   3. Ms. Linda Haymon - Primary ITL and Co-site Coordinator
    
   4. Ms. Patricia Duffy- Intermediate Special Education Teacher

   5. Judge Edward Tibbs- District Justice and member of Lemington Parent
      School Community Council

   6. Mrs. Vanita Morant - Information Processor and parent of two
      Lemington students

   7. Ms. Denise Graham - Director of East Liberty Branch of Carnegie
      Library of Pittsburgh

   8. Dr. Margaret 0. Brown - Developmental Advisor and Coordinator of 
      Jostens Program and Drop In Center

   9. Ms. Patricia Briggs -Coordinator of Parent Activities
    
Team members are committed to making this a viable program for the 
Lemington Elementary School and Community [See APPENDIX A]. 

Mr. Crawford, our principal, will assure that the program is consistently
operating as described in the proposal and as a part of the total school
vision. Also, as is tradition at Lemington, he will assure that the team
has the necessary planning time to make the project successful. Lemington
staff have always been supportive and willing to make adjustments for team
planning.
 
Mr. Heywood and Ms. Haymon, co-site coordinators will have
primary responsibility for the daily operation of the center. 

Mr. Heywood will teach research skills to intermediate students. 

Dr. Brown and Ms. Briggs will assist the site coordinators with trouble
shooting and training. 

Ms. Duffy will assist the site coordinators in adapting materials for
students who are above and below grade level. 

Mrs. Morant will assist with parent training and trouble shooting. 

Ms. Graham will arrange training for parents at the East Liberty Library.

Judge Tibbs will communicate program goals to community stakeholders.
    
Several members of the team completed courses offered by the Common
Knowledge Institute this fall and also have internet accounts.

CK:P Site Visitations

    
Linda Haymon, Patricia Briggs, Vanita Morant and Margaret 0. Brown visited
Westinghouse High School on February 24,1997. We decided to visit
Westinghouse because 90% of our students will most likely attend high school
there. None of the middle schools in our feeder pattern have a Common
Knowledge Center.
    
The visit was very beneficial to our team and had an influence on our 
proposal. Ms. Linda Savido suggested that we find a blocking software in
order to assure that our students will not explore areas of the internet
that are inappropriate for children. She also explored various internet
resources with us - African-American and other educational resources,
including her home page. According to her, the only problem her team
encountered was in limiting the program to Science and Math [SAM]
students. They eventually changed their focus to include all students.
Finally, she suggested that we help students learn the appropriate 
resources for research in the library and on the internet. This is a
concern our librarian has, as does the librarian from the other site we
visited.
    
The other site we visited was the East Liberty Branch of the Carnegie 
Library of Pittsburgh. They have fourteen computers scattered throughout
the library. Patricia Duffy and Margaret 0. Brown toured the library with
Ms. Denise Graham, the director and Ms. Mary Monogham, the children's
librarian. The library will be available to parents during and after
school hours, and to children after school hours.
    
Finally, team members reviewed the proposals of Liberty and East Hills
elementary schools on the internet and consulted with Priscilla Franklin, 
a Common Knowledge staff member. We feel each of these experiences
enhance our proposal writing process.
    
Our principal has recommended, and the Board has approved, the renovation 
of our school library. Plans are already underway for structural changes
and purchasing updated materials. The East Liberty Branch of the Carnegie
Library of Pittsburgh has agreed to provide training for our parents. Our
total wired community is one where students, parents, staff and community
members can explore the internet at school and at the community library.

Let's go through a day in the life of a second grader named Ellen as
described below.
    
    Ellen is an average student who has a special interest in drawing. 
    Her form and special relationships are well above average.
    
    First Period- Ellen comes into the room and starts her morning 
    bellwork. On the reverse side of her paper she starts to illustrate
    the story her teacher read the day before. Her teacher sees what she
    is doing and asks why she is making pictures. Her response is that the
    story was boring without pictures, so she decided to draw the pictures
    to make the story have more life.
    
    Second Period- The children are reading a story. The pictures are in 
    black and white. The teacher explains that different illustrators use
    different mediums to express their work. This particular artist uses 
    pen and ink. Ellen starts to think about what to use to draw pictures.
    She says to herself, " I'll ask Mr. Raye, the art teacher, what are
    some other materials that can be used to make pictures in a book."
    
    Third Period- The art teacher, Mr. Raye is preparing a display using 
    a collage. The second grade class comes into the room. They get
    seated. Mr. Raye begins to talk. He selects students to distribute
    materials. The students start to work on their projects. Ellen
    slightly notices the collage, but continues to work on her project.
    The bell rings- she thinks, "Oh my, I forgot to ask my question"! She
    goes to Mr. Raye. He hustles the class out the door. His next period
    class is waiting. Ellen feels bad, but decides she will try again the
    next time.

    Fourth Period- Ellen is bored. It is math time. The teacher has given 
    them many computation problems to complete. Ellen starts to
    think,"Maybe we can make some stories for these math problems. That
    would be fun". As if the teacher read her mind, she says, "We will
    make a math book using stories developed by each one of you." Ellen
    thought this was a terrific idea. Ellen contemplated about what
    she would use to draw the pictures- crayons, markers. I know, how 
    about pen and ink?
    
    Lunchtime- Ellen begins to tell her story to friends. They laugh at 
    her and tell her that all she wants to do is draw.
    
    Sixth and Seventh Periods- Library/Media Center time- The librarian 
    is talking to students about careers. He asks each student what they
    would like to be? Ellen speaks with such enthusiasm that the librarian
    is taken aback. Ellen says, "I want to draw pictures in books"! The
    kids laugh. Ellen starts to feel bad. The librarian says, "That is a
    great idea". He proceeds to tell the class about famous 
    African-American artists. He then tells the class about famous
    illustrators who are people who draw pictures for a story. He talks
    about Faith Ringold and Jerry Pinkney. Ellen recognizes the name Jerry
    Pinkney because he illustrated a story in her sister's fourth grade
    reading book, Miranda and Brother Wind. Ellen is fascinated because
    she never knew an African-American illustrator was in a school text.
    The librarian then makes up a contest. He tells the students to find
    out who is the only African-American whose work is displayed in the 
    White House. Now all the students are interested. Many of those who
    were laughing before at Ellen's dream were now sitting up straight in
    their chairs and listening intently.
    
    There is nothing in the school encyclopedia, almanac, or card catalog 
    that gave them the answer. Even the Gold Book Encyclopedia did not
    help them. The students become discouraged. They can't find the
    answer. A wry smile comes across the librarian's face. The librarian
    tells the students the answer will not be found in traditional
    research materials because it just happened. Lamont eagerly raises his
    hand. He asks, "Can I find it in the newspaper?" The librarian says,
    "Maybe". Suddenly, the answer hits Ellen and she shouts it out without 
    being called on. "Can we find it on the internet?" The librarian says,
    "Let's try." After trial and error while searching, the children
    explore African-American history on the World Wide Web. The students
    find so much information that many children forget about what they
    originally were trying to find. Ellen herself becomes so engrossed
    that she momentarily becomes side-tracked. Ellen learns about artists
    such as Ernie Barnes and Charles Bibbs. Ebony shouts, "I found the 
    answer!" The librarian asks her what was the answer and Ebony
    correctly responded, "Henry 0. Tanner, his work was just commissioned
    to be part of the White House Historical Collection." The librarian
    says,"You got it!" Ellen is dismayed that she didn't win the contest,
    but is thrilled with all the information available to her on the 
    internet. She found the works of Michelle Woods, and many other great
    African-Americans, but mostly she found the realization that her
    dreams were indeed possible.
    
    This is the evening that Ellen and her mother do something special 
    together. Her mother asks, "What would you like to do this evening?"
    "Let's go to the East Liberty Library because I want to show you what
    I saw on the internet today", Ellen responded. She and her mother
    visited the library.
    
    Only the internet can expose children to rapid hour by hour changes 
    that occur globally. We want our children to be able to see that
    today, the day they explore the internet, there are people like them
    around the world who are solving medical and other scientific
    problems, social problems, as well as contributing to the arts.

    Perhaps this knowledge will help them map a path for themselves that 
    will lead to success and happiness, rather than the multiplicity of
    jeopardizing experiences that await those who are unprepared.