Miller Elementary School seeks to stimulate and cultivate fourth and fifth grade girls� interest in the field of science, mathematics and technology. The girls who attend the 92 year old Title I Pittsburgh Public School, with an enrollment of 280 students, 95 percent African American, are considered an at-risk population. Children K-5 feed into Miller Elementary School from one or more of five neighborhoods in the Hill Districts. These neighborhoods include Bedford Dwellings (pop. 2,317), Crawford-Roberts (pop. 2,459), Middle Hill (pop. 2,829), Terrace Village (pop. 5,073) and Upper Hill (pop. 2,590). Children in special education are also bused into the school from other communities such as Homewood and St. Claire Village. Each of these neighborhoods suffer systemic economic and social ills characterized as high crime and abject poverty neighborhoods. Because of the school feeder patterns, Miller School may offer the only opportunity for over 90 percent of the students to have access to Internet integrated technology in a learning environment.

The school�s mission is to provide students a warm, safe and nurturing environment that fosters a love for learning, to enhance the academic, social and cultural development of each student. Miller�s goals as reflected in our 1996-97 Comprehensive Education Improvement Plan are:

• raising academic levels in math, science and writing and other academic subjects
• maintaining a safe and drug free environment
• promote parental and community involvement
• promote the use of computer technology in the classroom.

Given the environment our student come from, we are faced with the challenge of increasing parental involvement in their children�s education. Presently approximately 20 percent of the parents are involved with the school at some level. We are working toward a minimum of 50 percent participation levels. We have developed a number of strategies which include lunch room monitoring, designating one Friday a month as family entertainment night, a newly implemented G.E.D. program and expanding our "Parent Time Out" program.

With Title I funds, Principal Rosemary Moriarty developed a 30 station computer laboratory, staffed by a full time certified teacher, a full time aid and contracted with Jostens to provide software to supplement our curriculum. In addition, Title I funds have been used to partnership with Community In Schools. Through that partnership, the principal and CIS site based coordinator successfully links Miller students to over 20 agencies and institutions providing after school programming in tutoring, homework completion, mentoring, mental health services and enrichment programming. These agencies include churches, small social service non profits, Women�s organizations and men�s groups, Hill House Association, Duquense University, University of Pittsburgh, Chatham College, Carnegie Mellon University, Mercy Hospital, Children�s Hospital, and General Motors. Also, we have increased our parent involvement through targeting programs to parents such as our G.E.D. program, "Parent Time Out" program and Parent School Community Council. Finally, as a school Miller ranked number one for school attendance among elementary schools during 1995-96 school year and improved its academic rating by 50 percent.

You FIT is a promising approach to reinforce and empower girls, grades 4 through 5, to achieve success in math, science and technology. The program seeks to strengthen girls� confidence and their ability to achieve, to create an environment to accommodate their learning styles and individuality, to connect girls to caring adults, and ensure their future participation in a technological field.

Miller School students, especially girls, must be prepared with computational an critical thinking skills to compete in a technological future and our global economy. From the research, we know to began early to address those issues that hinder girls� interest in math, science and technology. We also know we must utilize innovative teaching techniques such as the Internet as a tool for effective problem solving. You FIT is an innovative strategy designed to move girls beyond their perceptions, fears and lack of confidence of math, science and technology. Aside from hands-on activity, the You FIT model will examine factors that influence girls participation and performance in math, science and technology. Our goal is to improve girls� self-esteem and confidence in their mathematical and science/technology abilities by enabling them to have successful experiences in challenging and meaningful areas. To fully implement our You FIT initiative, Miller Elementary School needs Internet capabilities.

In 1991, the American Association of University Women (AAUW) conducted a nationwide survey of students ages 9-15, to examine the impact of gender on self-esteem, career aspirations, educational experiences, and interest in math and science. The AAUW study suggests that as girls move into adolescence, they experience a considerably greater drop in self-esteem than boys experience. And, there appears to be strong correlation between girls self-esteem and declining interest in selecting math and science as a course of study. The study also asserts that girls are systematically steered from a wide range of academic pursuits � especially in math and science. Advocate groups such as the AAUW assert that this apparent gap in self-esteem and drop in girls interest in math and science have harmful outcomes for the future of girls and the future of the nation. In a later study, Jo Sanders reports this gap tends to be strongly established by the time girls reach 8^th. grade. The study, entitled "Achievement, Computers, Equity, Instructional Issues, Professional Development Science Technology" 1994, was sponsored by Women�s Action Alliance of New York The fact that differences in academic performance of children appear as early as elementary school is further supported by reports issued by the National Assessment of Educational Progress (NEAP). Students who are from low socioeconomic backgrounds, especially children of color, score below average in mathematics and language skills, with the gap widening as children continue through their school years. The NEAP study suggest the longer these children stay in school, the greater the discrepancy between their educational performance and that of white and middle-class students. Early childhood, it seems, is a critical time for intervention in the schooling of at-risk children if we expect to change outcomes. In Everybody Counts: A Report to the Nation on the Future of Mathematics Education (1989), the National Research Council describes the potentially disastrous implications of the gap in mathematical competency between poor and minority students and white students in the context of today�s changing workforce needs. According to the report, mathematics is key to leadership in our information-based society. There is widespread agreement from experts issuing these reports, in the future of our technological society, it will be difficult to acquire a job better than a minimum wage, even service sector jobs will require quantitative skills. The Task Force on Women, Minorities, and the Handicapped in Science and Technology (1989) finds that women and minorities are not entering fields that require advanced mathematics and science degrees. Yet, jobs requiring math and science skills are growing at nearly double the rate of all jobs.

The Association of American University Women (AAUW) issued a comprehensive report recommending a number of strategies to narrow the gender gap and raise girl�s interest and achievement in math, science, and technology. The report entitled "Growing Smart: What�s Working for Girls in School," cites cooperative learning, single-sex classes, greater access to computers and tools, the pairing of teachers and classes for consecutive grades, and mentors as strategies that are successful with girls. Another promising strategy that helps girls gain confidence in their skills is Telementoring. The Education Development Center for Children and Technology is presently testing this strategy through the Telementoring Young Women In Science, Engineering, and Computing project.

While all of these strategies hold promise, there are barriers to overcome for many schools serving girls from low income communities. A 1995 survey of "Advanced Telecommunications in U.S. Public Schools, K-12 findings show that:

• Fifty percent of U.S. public schools now have access to the Internet. This

percentage is up from 35 percent just 1 year ago.

• Only 31 percent of schools with large proportions of students from poor families

• Access is related to school enrollment size � from 39 percent for schools with fewer than 300 students to 69 percent for schools with 1,000 or more students.

• Secondary schools (65 percent) are more likely than elementary schools (46 percent) to be linked to the Internet.

According to the Task Force on Women, Minorities, and the Handicapped In Science and Technology (1989), Minorities and Women are disproportionately represented in jobs that require technological knowledge and skills. Twelve percent of the population are African-Americans, but they hold only 5 percent of the bachelor�s degrees and only 1 percent of the Ph.D.�s and 2 percent employment in mathematics and science. The picture does not look much different for women. White women represent 43 percent of the population, yet earn only 22 percent of all bachelor�s degrees, only 13 percent of all Ph.D.�s and barely 10 percent of the jobs as scientists and engineers. This study does not separate out African-American women but we can assume the results would be even grimmer. A review of the literature (Clewell, 1992) suggest that these effects have been caused by such factors as negative attitudes toward mathematics and science, lack of opportunities for extracurricular activities in math and science, and lack of information about these careers. However, they found that, "The most influential factors are low participation rates in advanced courses and lower performances levels in courses and on standardized tests compared to white males." The National Assessment of Educational Progress (NAEP) found that American students in general, but especially minority females from poor communities have low performance in math. Statistics on Miller Elementary School reflect these troubles from minorities from poor neighborhoods. In examining math and science grades for 3^rd, 4^th and 5^th graders, girls do slightly better in math than science for grade three. Still, more than 50 percent of the girls in grade 4 and 5 perform at or below the C grade in both math and science. In 5^th grade math, 60 percent of the girls score C�s or below. Fourth grade girls seem to experience more difficulty in science than do 3^rd or 5^th grade girls. Forty-six percent of the girls in fourth grade score grades C or lower. You FIT seeks a remedy by bringing technology and innovative teaching strategies to 4^th and 5^th grade girls. This initiative will also address gender equity issues that help shape girls attitudes toward careers that require quantitative skills. These strategies include:

· Reinforce girls individuality through single-sex classes on science and technology

· Cooperative learning groups

· Telementoring via e-mail with a female adult working or studying in technology.

· Give girls equal access to technology through hands on experience.

· Parent Involvement In Technology.

• A primary goal is to provide girls with a rich experience by bring the resources of the Internet into the classroom, there by giving girls hand-on experience, exposing girls to girls in classrooms around the world, web site to exploring science and math topics, and telementoring experience through e-mail.

3. Educational Activity

You FIT: Young Females In Technology is designed to affect the attitudes, skills, and ideally, the lives of the girls that will participate. In a class developed just for girls from grades 4 and 5, participants will begin with the very basics of using a computer, i.e., typing. From typing they will learn to use a word processor and all the tools it has to offer. The Internet will be introduced once they have these skills. Each girl will receive her own Internet account. They will learn to log on to the network, browse the Net and locate information. Girls will receive training on the rules and regulations concerning topics to avoid and methods to protect themselves from bad influences that can be found on the Internet. They will also learn to use e-mail, first by writing to each other and then to a keypal. Girls who participate in You FIT program will be from both the fourth and fifth grades. The philosophy behind this mixed age concept is that once fourth grade girls have been in the program one year, as fifth graders they will become "master users" and part of their new responsibility will be to assist the younger participants. Not only will they be cooperatively working, reinforcing their own skills, and enriching the experience for the younger students, but they will also experience a sense of confidence and competence.

Keypals will be located for the participants. These e-mail pals will be women either in college who are studying to be computer scientists and engineers, or women who are currently in the field. At the start of each relationship, the pals will first become acquainted with each other, discussing hopes, aspirations, dreams, goals and plans. The professionals might share their journey and experiences as they went through school and chose a career that is traditionally dominated by men. The student may ask questions related to the career or even about a project they are working on together. A whole range of educational possibilities are available to You FIT participants. The keypal program will be important part of You FIT.

As girls become comfortable using the Internet and e-mail, they will be ready to begin collecting information for a research project. Depending on the time, where we are in the school year, two projects may be developed. Students will use reference software, written material, possibly even their e-mail, properly referenced Internet sources and maybe even interviews to write in-depth research projects. The students will use what they know about a word processor and with instruction from Carl Goldman, our art teacher, about graphic organization and using visuals, they will complete their project. The culminating activity for the You FIT students will be to create their own homepage. This activity will include instruction on HTML, scanning, file transfer protocol, and instruction on visual layout from Mr. Goldman. Safety issues will be addressed and their pages will be housed within our Miller Elementary School homepage (http://www.hillhouse.ckp.edu).

The You FIT girls will be scheduled in the lab two days a week for two periods each day. In addition to the four class periods a week set aside for the program, participants will use their homeroom classes to have time to work in the lab on collaborative assignments. This will give participants another two or three periods in the lab a week. The other opportunity that the girls will have to work on their projects or skills will be afterschool and into the evening two or three days a week. In cooperation with staff from the Hill house, Miller Computer Lab will be kept open for students and parents/guardians.

Hill House, Grace Memorial Church and Duquesne University Collaborative

Carl Redwood and Chrishelle Eugene-Thomas, of the Hill House are collaborating members of our Technology Team. They have agreed to provide technical assistance, facilitating training faculty in the use of the Internet. We will also network with parents and relatives through outreach efforts. A request will be made of those who participate in the Hill House Internet Access program to volunteer if needed to work after school at Miller. Grace Memorial Church will serve as satellite site for girls after school assignment completion. Dr. Emma C. Mosley, Director Duquesne University will facilitate girls exposure to University Women in Science, Math and Technology.

A special program will be set up so that parents or guardians will be given their own accounts if they volunteer at least an average of two hours a month. Volunteer time can happen at school during school hours, it may include time at PTO meetings or special after hours activities. Time credit can be applied if they, for example, send in baked goods for a bake sale. This objective in our plan will not only allow the You FIT students additional computer time, but will also enhance the entire atmosphere of our school. The computer time credit is a hook to stimulate parents to become informed, active proponents for stimulating girls interest in math, science and technology in both school and non-school settings, and provide strategies and resources for parents to support their daughters science, math and technology education in the home. Additionally, Miller will respond to the National Science Foundation 1997 proposal solicitation to fully fund a Parent Involvement In Science, Mathematics and Technology Education.

Our school Comprehensive Educational Improvement Plan includes many objectives that include and require technology. The following is a list of the objectives relative to this subject:

• In the area of Human Resource Development, "100 percent of the staff will be trained how to use computers and monitor use.

• In the area of Leaning Environment and Student Experiences, 100 percent of the students will participate in the Technology Program as measured by schedules and student evaluation. All students will be scheduled to use computers for instructional purposes.

• In the area of Parent Community Involvement, Use new technology, such as homework hotlines, voice mail, and electronic mail.

• In the area of Curriculum, Instruction and Assessment, individualize reading and math programs, computer staff and teachers being responsible; there will be a 5% increase of students performance on the MAT 7 writing test, with K-5 teachers and the computer staff being responsible; student achievement will increase by 50% in grades and computer literacy.

Many of these objectives are already being done. The Jostens system is in full use and teachers have received multiple training last year and two this year. The classroom teachers have also made a number of inquiries on a one on one basis to the technology staff. Some of these objectives involve a broader use of technology then is currently available at Miller, i.e., teacher training, e-mail, and in-depth computer literacy. The teachers will be participating in the Internet training on March 25^th at the Common Knowledge office at Peabody High School. Miller�s technology teacher, Roberta Deal, will be conducting this workshop on the Internet and e-mail. This will be elaborated on later when a wired community is discussed.

Roberta Deal, Technology Teacher & Project Director � Primary responsibilities are to the Useradmin, coordinate the school-community involvement, teach the You FIT class, maintain hardware, evaluation of the program, and to receive training and share with other staff members.

Sandra Anderson, Kindergarten Teacher & Volunteer Coordinator � Responsibilities include decision making, availability for computer training and the capacity to share her training with other teachers in workshops, and coordinate the volunteer program associated with the free Internet account for parents.

Cathy Stocker, 4^th Grade Teacher & Math and Science Consultant � Responsibilities include being the math and science consultant to the project, availability for computer training and the capacity to share her training with other teachers in workshops, and decision making.

Margaret Burley, Third Grade Teacher & Implementation � As the school Instructional Support Teacher, she will lend her leadership and decision making skills. She will see that the project is being implemented and trouble-shoot any problems and help make decisions. She will also be available for computer training and the capacity to coordinate teacher training and share her training with other teachers in workshops.

Carl Goldman, Computer Graphics and Internet Consultant � Responsibilities include training program participants graphic programs and graphic presentation. Since he also has experience writing in HTML, he will assist in teaching the writing of homepages by the girls. He will also be available for computer training and the capacity to share his training with other teachers in workshops and will help make project decisions.

Marla Roebuck, Fifth Grade Teacher & English Consultant � Responsibility include being available to assist the You FIT participants as they write their research projects. She will also be available to be trained and share her knowledge with other staff members and will help make decisions.

Chrishelle Eugene and Carl Redwood, Hill House Community Collaborative Representative � Will utilize their experience promoting community involvement and use on the Internet and their ongoing working relationship with Common Knowledge: Pittsburgh to assist the technology team. They will help coordinate volunteers participating in this project, help with outreach efforts and possible training. This collaborative will expand an already existing relationship with Hill House. Presently, our Internet hook-up is through the Hill House/Common Knowledge: Pittsburgh "Wired Community."

Rose Moriarty, Principal � Will lend her leadership and support to promote and model a belief in the importance of diversity, a shared vision of equity and excellence in math, science and technology education. Will monitor the overall program in the context of reaching the goals set out in the Comprehensive Educational Improvement Plan.

Helen Hull, Communities In School Site Coordinator � Will provide assistance where and when needed in promoting community outreach, parent involvement, incentives and resources.

Carl Redwood of the Hill House Common Knowledge: Pittsburgh site will make available to Miller School technical assistance on an as needed basis; provide in-service training to teachers and parents; help in recruiting volunteers to work after school with parents and You FIT girls and use of their facilities if needed. Rosemary Moriarty, Miller School Principal agree to support a flexible scheduling arrangement for teacher training and the You FIT initiative; extend building hours to allow parents to have access to computer and set-up accounts for parents to have access to the Internet; assign staff for the project and make available CIS site coordinator for community outreach. Once implement, the Internet technology will be made available to all 280 students and teachers. Miller is a Title I school with a 98 percent African American population. These students do no come from families that are likely to have computers at home or exposure to the Internet. The school, as a "Wired Community" will allow students and their families to make full use of the all the capabilities of the Internet. On March 7, 1997, Roberta Deal, Helen Hull and Rosemary Moriarty visited the East Hills Elementary School, a Common Knowledge site to familiarize themselves with what it takes to fully implement a Common Knowledge Wired Community initiative.

As a Wired Community, teachers, students, staff and parents will have access to computers and the Internet. Each classroom will be equipped with at least four computers with a minimum of one Internet hook-up for each classroom. Additionally, a designated classroom with over 800 square feet of space will be equipped with 25 to 30 computers wired to the Internet and made available to the whole school and parents. If successful in obtaining a technology grant, Miller Elementary school will be the only non magnet or focused elementary school in the Hill District with Internet capabilities. Students will benefit from their experience and exposure to the technology. The benefits include hands-on use of computers and the Internet environment; exposure to students in a virtual world and moving them beyond the boundaries of poverty and pathology of urban ghettos, working knowledge on how to use e-mail, word processing, spreadsheets etc., all before entering middle school or high school. Students will come to now what is possible in a world of possibilities.

Project Implementation Steps

The project implementation steps starts with implementation timeline, beginning with wiring the school, developing curriculum, setting-up three satellite sites and accounts, parents/community involvement.

May � ordering equipment. Writing proposal for software grant. Setting up first semester scheduling.

June � Submit grant for software. Software selection.

July � Curriculum development. Software selection.

August � Curriculum development. Order software

September � Initial parent meeting - orientation. Team building for girls camping trip. Curriculum development

October � Parent and teachers training. Curriculum development

November � Parent and teacher training continued Second semester scheduling with You FIT

Submit National Science Foundation proposal for parent involvement

Locate Keypals. Finalize curriculum.

January �98 � You FIT program will begin with typing and e-mail.

February � Begin keypal exchange.

March � First report to Implementation Team due

April � Girls Design Homepages

May � Post interview with girls

Complete setting up home pages.