1. The Partnership in Academic Communities (PAC) Program: Middle/High School Multidisciplinary Experiences Helping At-risk Students to Succeed in Science, Math, and Technology Presented by: George E. O’Brien, Program Director Giselle M. Jorge, Lead Teacher NSTA Boston Nation Conference Session No. 1304\2 Saturday, March 29, 2008 10:00AM - 10:30AM Boston Convention & Exhibition Center Room 213

2. Florida International University College of Education & Miami-Dade County Public Schools Division of Advanced Academic Programs Partnership in Academic Communities Program (PAC) Florida International University College of Education & Miami-Dade County Public Schools Division of Advanced Academic Programs

3. The PAC Program Recognized by the National Council of the Great City Schools and winner of the Excellence in Urban Education Award (Chicago, November, 2003) Recognized by the National Council of the Great City Schools and winner of the Excellence in Urban Education Award (Chicago, November, 2003)

4. Program Developed to Meet Needs of the Population Diversity of South Florida

5. History-Problems to be addressed in developing The PAC Program (1) A major problem of student drop out which particularly impacts underrepresented, minorities. Schools often fail to address the special circumstances including community, economic, family, ethnic, and racial status that characterize students at risk to drop out.A major problem of student drop out which particularly impacts underrepresented, minorities. Schools often fail to address the special circumstances including community, economic, family, ethnic, and racial status that characterize students at risk to drop out. Despite reform activities in science and mathematics education during the last thirty years, progress in achievement in mathematics and science by middle school and high school students has been discouragingly slow. These national and regional problems long have been of concern on a local level in the Miami-Dade County Public Schools (M-DCPS), the 4th largest school district in the United States serving more than 371,000 students of whom 87% are Hispanic or Black Non-Hispanic.Despite reform activities in science and mathematics education during the last thirty years, progress in achievement in mathematics and science by middle school and high school students has been discouragingly slow. These national and regional problems long have been of concern on a local level in the Miami-Dade County Public Schools (M-DCPS), the 4th largest school district in the United States serving more than 371,000 students of whom 87% are Hispanic or Black Non-Hispanic. A major problem of student drop out which particularly impacts underrepresented, minorities. Schools often fail to address the special circumstances including community, economic, family, ethnic, and racial status that characterize students at risk to drop out.A major problem of student drop out which particularly impacts underrepresented, minorities. Schools often fail to address the special circumstances including community, economic, family, ethnic, and racial status that characterize students at risk to drop out. Despite reform activities in science and mathematics education during the last thirty years, progress in achievement in mathematics and science by middle school and high school students has been discouragingly slow. These national and regional problems long have been of concern on a local level in the Miami-Dade County Public Schools (M-DCPS), the 4th largest school district in the United States serving more than 371,000 students of whom 87% are Hispanic or Black Non-Hispanic.Despite reform activities in science and mathematics education during the last thirty years, progress in achievement in mathematics and science by middle school and high school students has been discouragingly slow. These national and regional problems long have been of concern on a local level in the Miami-Dade County Public Schools (M-DCPS), the 4th largest school district in the United States serving more than 371,000 students of whom 87% are Hispanic or Black Non-Hispanic.

6. History-Problems to be addressed in developing The PAC Program (2) These endemic problems were the catalyst in January 1994, to an invitation from school officials to faculty of all the regional universities and colleges in south Florida to help create, develop and sustain an intervention mathematics, science, and technology (MST) model program for students at risk.These endemic problems were the catalyst in January 1994, to an invitation from school officials to faculty of all the regional universities and colleges in south Florida to help create, develop and sustain an intervention mathematics, science, and technology (MST) model program for students at risk. Proposed to work with schools in poverty areas which had conditions worsened due to Hurricane Andrew in August, 1992.Proposed to work with schools in poverty areas which had conditions worsened due to Hurricane Andrew in August, 1992. These endemic problems were the catalyst in January 1994, to an invitation from school officials to faculty of all the regional universities and colleges in south Florida to help create, develop and sustain an intervention mathematics, science, and technology (MST) model program for students at risk.These endemic problems were the catalyst in January 1994, to an invitation from school officials to faculty of all the regional universities and colleges in south Florida to help create, develop and sustain an intervention mathematics, science, and technology (MST) model program for students at risk. Proposed to work with schools in poverty areas which had conditions worsened due to Hurricane Andrew in August, 1992.Proposed to work with schools in poverty areas which had conditions worsened due to Hurricane Andrew in August, 1992.

7. Basic Elements That Students Need in Schools Researchers on school reform have reported the identification of four basic elements that students need from schools – for studies related to the development of the PAC Program see bibliography on web @ Researchers on school reform have reported the identification of four basic elements that students need from schools – for studies related to the development of the PAC Program see bibliography on web @ http://www.fiu.edu/~obrieng/obrienbiopage.html http://www.fiu.edu/~obrieng/obrienbiopage.htmlhttp://www.fiu.edu/~obrieng/obrienbiopage.html relevant school work relevant school work a nurturing and supportive environment a nurturing and supportive environment opportunities for academic success opportunities for academic success help with personal problems help with personal problems Researchers on school reform have reported the identification of four basic elements that students need from schools – for studies related to the development of the PAC Program see bibliography on web @ Researchers on school reform have reported the identification of four basic elements that students need from schools – for studies related to the development of the PAC Program see bibliography on web @ http://www.fiu.edu/~obrieng/obrienbiopage.html http://www.fiu.edu/~obrieng/obrienbiopage.htmlhttp://www.fiu.edu/~obrieng/obrienbiopage.html relevant school work relevant school work a nurturing and supportive environment a nurturing and supportive environment opportunities for academic success opportunities for academic success help with personal problems help with personal problems

8. Meeting the Basic Needs in the PAC Program The PAC Program has been developed to help meet these basic needs of students in an innovative and evolving way. The program serves a Senior High School and three of its feeder pattern middle schools in South Miami-Dade County. The PAC Program has been developed to help meet these basic needs of students in an innovative and evolving way. The program serves a Senior High School and three of its feeder pattern middle schools in South Miami-Dade County.

9. History-PAC Schools’ Demographics: Year 1, 1994-95 The PAC Program serves a Senior High School and three of its feeder pattern middle schools in South Miami-Dade County. The student population served by these schools totaled 8,060 and demographically consisted of approximately 17% white non-Hispanic, 40% black non- Hispanic, 40% Hispanic, and 2 % Asian/American Indian during 1995-96. The PAC Program serves a Senior High School and three of its feeder pattern middle schools in South Miami-Dade County. The student population served by these schools totaled 8,060 and demographically consisted of approximately 17% white non-Hispanic, 40% black non- Hispanic, 40% Hispanic, and 2 % Asian/American Indian during 1995-96.

10. Home Schools for the PAC Students Miami-Southridge Senior HS Cutler Ridge Middle Mays Middle Richmond Heights Middle

11. The Grades 7-12 PAC Program The PAC Program was conceived and developed as an elaborate, dynamic, and experimental program for grades 7-12 at-risk students. M-DCPS and the state department of education in Florida have an identification and tracking system that helps determine the dropout risk of students attending public schools based on: The PAC Program was conceived and developed as an elaborate, dynamic, and experimental program for grades 7-12 at-risk students. M-DCPS and the state department of education in Florida have an identification and tracking system that helps determine the dropout risk of students attending public schools based on: the number of years a student is placed below grade level according to agethe number of years a student is placed below grade level according to age the number of school absences and interruptionsthe number of school absences and interruptions English language proficiencyEnglish language proficiency the extent of academic deficiencies determined by standardized tests and grades.the extent of academic deficiencies determined by standardized tests and grades. These factors often accompanied by other circumstances including poor home environments, such as drug and alcohol situations and single parent situations, contribute to a student’s risk to dropping out of school, and became the first criteria for admission into the program. These factors often accompanied by other circumstances including poor home environments, such as drug and alcohol situations and single parent situations, contribute to a student’s risk to dropping out of school, and became the first criteria for admission into the program. The PAC Program was conceived and developed as an elaborate, dynamic, and experimental program for grades 7-12 at-risk students. M-DCPS and the state department of education in Florida have an identification and tracking system that helps determine the dropout risk of students attending public schools based on: The PAC Program was conceived and developed as an elaborate, dynamic, and experimental program for grades 7-12 at-risk students. M-DCPS and the state department of education in Florida have an identification and tracking system that helps determine the dropout risk of students attending public schools based on: the number of years a student is placed below grade level according to agethe number of years a student is placed below grade level according to age the number of school absences and interruptionsthe number of school absences and interruptions English language proficiencyEnglish language proficiency the extent of academic deficiencies determined by standardized tests and grades.the extent of academic deficiencies determined by standardized tests and grades. These factors often accompanied by other circumstances including poor home environments, such as drug and alcohol situations and single parent situations, contribute to a student’s risk to dropping out of school, and became the first criteria for admission into the program. These factors often accompanied by other circumstances including poor home environments, such as drug and alcohol situations and single parent situations, contribute to a student’s risk to dropping out of school, and became the first criteria for admission into the program.

12. History-Starting with Grade 7 in 1994 The PAC Program started with one class of grade level 7 during academic year 1994- 95. This class of students graduated from high school in 2000. Each year from 1994- 95, one class of students was added until the full compliment of middle school and senior high school students participated in the program in 1999-2000.The PAC Program started with one class of grade level 7 during academic year 1994- 95. This class of students graduated from high school in 2000. Each year from 1994- 95, one class of students was added until the full compliment of middle school and senior high school students participated in the program in 1999-2000.

13. History-Summary of Partner’s Contributions to the Instruction, Management, and Cost of Operating PAC Program, Year 1 Schools’ Contributions University Contributions One full-time teacher (2/3 day assigned PAC) Three FIU faculty taught regularly Bus transportation Classroom/lab facilities including technology lab Textbooks and some duplicating School materials, curriculum/instruction resources, and some duplicating School counselors off school site assignments Graduate and undergraduate student course assignments, mentoring, coaching in PAC Administrator in Advanced Academics Programs (School liaison) Faculty and graduate assistant coordinating administrative efforts on campus

14. History-Summary of Partner’s Contributions to the Instruction, Management, and Cost of Operating PAC Program, Building Years Schools’ Contributions University Contributions One full-time teacher (2/3 day assigned PAC) Three FIU faculty taught regularly Bus transportation Classroom/lab facilities including technology lab Textbooks and some duplicating School materials, curriculum/instruction resources, and some duplicating School counselors off school site assignments Graduate and undergraduate student course assignments, mentoring, coaching in PAC Administrator in Advanced Academics Programs (School liaison) Faculty and graduate assistant coordinating administrative efforts on campus

15. History-The PAC Program Curriculum/Activities -Year 1 Math in Context (Valladares)Math in Context (Valladares) Geometer’s Sketchpad (Jiang)Geometer’s Sketchpad (Jiang) Project-based Science (O’Brien)Project-based Science (O’Brien) CBL probe-ware (McClintock)CBL probe-ware (McClintock) Language arts/literacy (Miller)Language arts/literacy (Miller) Math in Context (Valladares)Math in Context (Valladares) Geometer’s Sketchpad (Jiang)Geometer’s Sketchpad (Jiang) Project-based Science (O’Brien)Project-based Science (O’Brien) CBL probe-ware (McClintock)CBL probe-ware (McClintock) Language arts/literacy (Miller)Language arts/literacy (Miller)

16. The PAC Program Daily Schedule Bus pick-up:Bus pick-up: 6:00 - 6:45am 6:00 - 6:45am Arrive at FIU: 7:15 amArrive at FIU: 7:15 am PAC classes:PAC classes: 7:30 – 10:05 am 7:30 – 10:05 am Leave to home school: 10:10amLeave to home school: 10:10am Bus pick-up:Bus pick-up: 6:00 - 6:45am 6:00 - 6:45am Arrive at FIU: 7:15 amArrive at FIU: 7:15 am PAC classes:PAC classes: 7:30 – 10:05 am 7:30 – 10:05 am Leave to home school: 10:10amLeave to home school: 10:10am

17. Student Experiences PAC Program students: PAC Program students: experienced a hands-on, activity approach to science and mathematics that involves substantial inquiry and problem solving and that constantly utilizes technologyexperienced a hands-on, activity approach to science and mathematics that involves substantial inquiry and problem solving and that constantly utilizes technology explored with academic and non-academic scientists, mathematicians, and engineers in many fields of scienceexplored with academic and non-academic scientists, mathematicians, and engineers in many fields of science developed community action skills through direct experiencedeveloped community action skills through direct experience explored the use of mathematics, science, and technology in a variety of careers, and university majors.explored the use of mathematics, science, and technology in a variety of careers, and university majors. PAC Program students: PAC Program students: experienced a hands-on, activity approach to science and mathematics that involves substantial inquiry and problem solving and that constantly utilizes technologyexperienced a hands-on, activity approach to science and mathematics that involves substantial inquiry and problem solving and that constantly utilizes technology explored with academic and non-academic scientists, mathematicians, and engineers in many fields of scienceexplored with academic and non-academic scientists, mathematicians, and engineers in many fields of science developed community action skills through direct experiencedeveloped community action skills through direct experience explored the use of mathematics, science, and technology in a variety of careers, and university majors.explored the use of mathematics, science, and technology in a variety of careers, and university majors.

18. PAC Program Science Eleventh grade students working in teams investigate force in the muscles of the arm (COMAP activity- physics/math/biology).

19. Exploring Florida’s Environment Hands-on, heads on inquiry-based multidisciplinary activities.

20. PAC Students Investigating Local Settings Students working in cooperating groups to conduct water studies on campus using project-based science.

21. PAC Technology Students have access to technology labs on a regular basis in order to visualize and apply abstract concepts.Students have access to technology labs on a regular basis in order to visualize and apply abstract concepts.

22. Lab settings at FIU Real world studies integrating math, science, and technology.

23. Undergraduate and Graduate Students Contribute to the Success of the Program From the very beginning FIU students were able to work with the PAC Program students during multiple semesters as part of college classes and volunteer hours.From the very beginning FIU students were able to work with the PAC Program students during multiple semesters as part of college classes and volunteer hours. Advanced graduate students began research studies concerning curriculum design and student successesAdvanced graduate students began research studies concerning curriculum design and student successes From the very beginning FIU students were able to work with the PAC Program students during multiple semesters as part of college classes and volunteer hours.From the very beginning FIU students were able to work with the PAC Program students during multiple semesters as part of college classes and volunteer hours. Advanced graduate students began research studies concerning curriculum design and student successesAdvanced graduate students began research studies concerning curriculum design and student successes

24. PAC Program Math 9 th graders working with a student teacher intern create their own models to calculate volumes of different solids.

25. The PAC Program: Pre-service Teacher Preparation Grant funded projects partially supported grades 7-12 component and FIU pre-service teacher preparationGrant funded projects partially supported grades 7-12 component and FIU pre-service teacher preparation NASA Minority Achievement GrantsNASA Minority Achievement Grants NASA NOVANASA NOVA NSF Summer Science CampNSF Summer Science Camp FL DOE EisenhowerFL DOE Eisenhower AmericorpsAmericorps Grant funded projects partially supported grades 7-12 component and FIU pre-service teacher preparationGrant funded projects partially supported grades 7-12 component and FIU pre-service teacher preparation NASA Minority Achievement GrantsNASA Minority Achievement Grants NASA NOVANASA NOVA NSF Summer Science CampNSF Summer Science Camp FL DOE EisenhowerFL DOE Eisenhower AmericorpsAmericorps

26. The PAC Program and Students Contributed to the Success of Pre-service Teachers FIU Pre-service math and science teachers evaluated their experiences with the PAC Program 7-12 students as the best!FIU Pre-service math and science teachers evaluated their experiences with the PAC Program 7-12 students as the best!

27. How P.A.C. has Impacted my Development as a Teacher (1) By Lissette Gonzalez July 2003 The PAC program has served as a great source of learning and development in my teaching career. The accessibility to technology, small class sizes, help from teacher’s assistants, techniques for classroom management, support and collaboration among teachers, and access to an office for planning are all aspects of the PAC program that I think has given me an advantage over my fellow student-teachers that interned in public schools.The PAC program has served as a great source of learning and development in my teaching career. The accessibility to technology, small class sizes, help from teacher’s assistants, techniques for classroom management, support and collaboration among teachers, and access to an office for planning are all aspects of the PAC program that I think has given me an advantage over my fellow student-teachers that interned in public schools. I first started as a Teacher’s Assistant for the eighth grade class in the PAC program. This was my first time working with middle school students, and I learned quite a bit about their social interactions and social webs. Middle school students interact differently than high school students. I learned that middle school students have more of a tendency to group themselves and associate with only a specific group of people than do high school students.I first started as a Teacher’s Assistant for the eighth grade class in the PAC program. This was my first time working with middle school students, and I learned quite a bit about their social interactions and social webs. Middle school students interact differently than high school students. I learned that middle school students have more of a tendency to group themselves and associate with only a specific group of people than do high school students. The PAC program has served as a great source of learning and development in my teaching career. The accessibility to technology, small class sizes, help from teacher’s assistants, techniques for classroom management, support and collaboration among teachers, and access to an office for planning are all aspects of the PAC program that I think has given me an advantage over my fellow student-teachers that interned in public schools.The PAC program has served as a great source of learning and development in my teaching career. The accessibility to technology, small class sizes, help from teacher’s assistants, techniques for classroom management, support and collaboration among teachers, and access to an office for planning are all aspects of the PAC program that I think has given me an advantage over my fellow student-teachers that interned in public schools. I first started as a Teacher’s Assistant for the eighth grade class in the PAC program. This was my first time working with middle school students, and I learned quite a bit about their social interactions and social webs. Middle school students interact differently than high school students. I learned that middle school students have more of a tendency to group themselves and associate with only a specific group of people than do high school students.I first started as a Teacher’s Assistant for the eighth grade class in the PAC program. This was my first time working with middle school students, and I learned quite a bit about their social interactions and social webs. Middle school students interact differently than high school students. I learned that middle school students have more of a tendency to group themselves and associate with only a specific group of people than do high school students.

28. How P.A.C. has Impacted my Development as a Teacher (2) By Lissette Gonzalez July 2003 After three months of being a T.A., I began my internship at PAC. I became the 8th grade Computer teacher and the 9th grade Algebra teacher. During my student teaching, I realized just how lucky I was to have the opportunity to work at PAC. The greatest advantage I think was the easy accessibility to technology and resources. While my peers were having a hard time supplying their classrooms with the instructional technology necessary for the advancement of teaching strategies, my PAC classrooms were well equipped with almost all types of learning technologies. These included a computer with Internet access (per student), graphing calculators, CBRs, and overhead projectors for transparencies and computer screens. I also had accessibility to other sources such as scissors, meter sticks, construction paper, tape, color pencils, and an array of math manipulatives. I had no barriers when it came to using technology or manipulatives. Additionally, small class sizes and the help of teacher’s assistants made it much easier to accomplish the objectives.After three months of being a T.A., I began my internship at PAC. I became the 8th grade Computer teacher and the 9th grade Algebra teacher. During my student teaching, I realized just how lucky I was to have the opportunity to work at PAC. The greatest advantage I think was the easy accessibility to technology and resources. While my peers were having a hard time supplying their classrooms with the instructional technology necessary for the advancement of teaching strategies, my PAC classrooms were well equipped with almost all types of learning technologies. These included a computer with Internet access (per student), graphing calculators, CBRs, and overhead projectors for transparencies and computer screens. I also had accessibility to other sources such as scissors, meter sticks, construction paper, tape, color pencils, and an array of math manipulatives. I had no barriers when it came to using technology or manipulatives. Additionally, small class sizes and the help of teacher’s assistants made it much easier to accomplish the objectives.

29. How P.A.C. has Impacted my Development as a Teacher (3) By Lissette Gonzalez July 2003 I also had the opportunity to learn a bit about how to deal with classroom management. For instance, I helped monitor the behavior of misbehaved student through weekly progress reports. I also took part in a parent-teacher conference regarding the academic and behavioral progression of another student. I also dealt with making house calls to some of the students’ parents. Although I really didn’t have to deal with it too much, I was exposed to the incremental steps taken for consequences for student misconduct.I also had the opportunity to learn a bit about how to deal with classroom management. For instance, I helped monitor the behavior of misbehaved student through weekly progress reports. I also took part in a parent-teacher conference regarding the academic and behavioral progression of another student. I also dealt with making house calls to some of the students’ parents. Although I really didn’t have to deal with it too much, I was exposed to the incremental steps taken for consequences for student misconduct. Finally, due to the small faculty of teachers, I was able to collaborate with other teachers in an attempt to integrate the curriculum of different subjects. For example, as the 8th grade Computer teacher, I would ask the 8th grade Math teacher what it was they would be covering next so that the 8th graders can use the computers to reinforce what they are learning in their math class. Planning was also facilitated because of the access to an office desk and several textbook resources at hand.Finally, due to the small faculty of teachers, I was able to collaborate with other teachers in an attempt to integrate the curriculum of different subjects. For example, as the 8th grade Computer teacher, I would ask the 8th grade Math teacher what it was they would be covering next so that the 8th graders can use the computers to reinforce what they are learning in their math class. Planning was also facilitated because of the access to an office desk and several textbook resources at hand. Overall, I think working in the PAC program has given me an advantage in my career development as a teacher.Overall, I think working in the PAC program has given me an advantage in my career development as a teacher. I also had the opportunity to learn a bit about how to deal with classroom management. For instance, I helped monitor the behavior of misbehaved student through weekly progress reports. I also took part in a parent-teacher conference regarding the academic and behavioral progression of another student. I also dealt with making house calls to some of the students’ parents. Although I really didn’t have to deal with it too much, I was exposed to the incremental steps taken for consequences for student misconduct.I also had the opportunity to learn a bit about how to deal with classroom management. For instance, I helped monitor the behavior of misbehaved student through weekly progress reports. I also took part in a parent-teacher conference regarding the academic and behavioral progression of another student. I also dealt with making house calls to some of the students’ parents. Although I really didn’t have to deal with it too much, I was exposed to the incremental steps taken for consequences for student misconduct. Finally, due to the small faculty of teachers, I was able to collaborate with other teachers in an attempt to integrate the curriculum of different subjects. For example, as the 8th grade Computer teacher, I would ask the 8th grade Math teacher what it was they would be covering next so that the 8th graders can use the computers to reinforce what they are learning in their math class. Planning was also facilitated because of the access to an office desk and several textbook resources at hand.Finally, due to the small faculty of teachers, I was able to collaborate with other teachers in an attempt to integrate the curriculum of different subjects. For example, as the 8th grade Computer teacher, I would ask the 8th grade Math teacher what it was they would be covering next so that the 8th graders can use the computers to reinforce what they are learning in their math class. Planning was also facilitated because of the access to an office desk and several textbook resources at hand. Overall, I think working in the PAC program has given me an advantage in my career development as a teacher.Overall, I think working in the PAC program has given me an advantage in my career development as a teacher.

30. Student Outcomes Study of the students who experience mathematics, science, and technology in successful, non-threatening environments (see related publications on webpage): Study of the students who experience mathematics, science, and technology in successful, non-threatening environments (see related publications on webpage): PAC Program students become excited and skillful in the use of technology in doing and studying mathematics and sciencePAC Program students become excited and skillful in the use of technology in doing and studying mathematics and science Study of the students who experience mathematics, science, and technology in successful, non-threatening environments (see related publications on webpage): Study of the students who experience mathematics, science, and technology in successful, non-threatening environments (see related publications on webpage): PAC Program students become excited and skillful in the use of technology in doing and studying mathematics and sciencePAC Program students become excited and skillful in the use of technology in doing and studying mathematics and science

31. Each year as more grades and students entered the PAC Program, more developmental projects and activities happened Summer Science – RocketrySummer Science – Rocketry

32. Some PAC Curriculum Projects- Through the years BSCS Biology (Kinnersely)BSCS Biology (Kinnersely) Smithsonian Biodiversity Monitoring (Banas)Smithsonian Biodiversity Monitoring (Banas) NASA Crystals in Space (Ingraham)NASA Crystals in Space (Ingraham) Robotics (Jurado)Robotics (Jurado) COMAP (Jorge, Garcia)COMAP (Jorge, Garcia) Physics Modeling (Jurado)Physics Modeling (Jurado) SECME Engineering Activities (Beightol)SECME Engineering Activities (Beightol) BSCS Biology (Kinnersely)BSCS Biology (Kinnersely) Smithsonian Biodiversity Monitoring (Banas)Smithsonian Biodiversity Monitoring (Banas) NASA Crystals in Space (Ingraham)NASA Crystals in Space (Ingraham) Robotics (Jurado)Robotics (Jurado) COMAP (Jorge, Garcia)COMAP (Jorge, Garcia) Physics Modeling (Jurado)Physics Modeling (Jurado) SECME Engineering Activities (Beightol)SECME Engineering Activities (Beightol)

33. National Science Education Program Standards As the National Science Education Standards emerged in 1996, The PAC Program Aligned With Science Education Program Standards As the National Science Education Standards emerged in 1996, The PAC Program Aligned With Science Education Program Standards Program Standard A – Program ConsistencyProgram Standard A – Program Consistency Program Standard B – Appropriate, Integrated, and InterestingProgram Standard B – Appropriate, Integrated, and Interesting Program Standard C – Mathematics Integration Program Standard C – Mathematics Integration Program Standard D – Equipment and ResourcesProgram Standard D – Equipment and Resources Program Standard E – OpportunityProgram Standard E – Opportunity Program Standard F – Community and SupportProgram Standard F – Community and Support As the National Science Education Standards emerged in 1996, The PAC Program Aligned With Science Education Program Standards As the National Science Education Standards emerged in 1996, The PAC Program Aligned With Science Education Program Standards Program Standard A – Program ConsistencyProgram Standard A – Program Consistency Program Standard B – Appropriate, Integrated, and InterestingProgram Standard B – Appropriate, Integrated, and Interesting Program Standard C – Mathematics Integration Program Standard C – Mathematics Integration Program Standard D – Equipment and ResourcesProgram Standard D – Equipment and Resources Program Standard E – OpportunityProgram Standard E – Opportunity Program Standard F – Community and SupportProgram Standard F – Community and Support

34. School Contributions University Contributions Grant Support Salary Academic Year Six teachers (2/3 day assigned in PAC; 1/3 day assigned in one of home schools) Faculty teaching/service/r esearch assignments Additional faculty assignments Bus Transportation – All students Academic Year and when summer school/science camp in session. Classroom/lab Facilities and part of technology labs at FIU Additional teachers via graduate program History-Summary of Partner’s Contributions to the Instruction, Management, and Cost of Operating PAC Program, Development Years(1)

35. School Contributions University Contributions Grant Support Text Books for majority of classes and duplicating Graduate and undergraduate student course assignment materials Tutoring (undergraduate & graduate students) materials, salaries Selected Teacher In-service Opportunities Other faculty and personnel especially in summer programs Technology support School Counselors assignments (PAC Students) Scholarships and stipends to students graduating from grade 12 and entering FIU Majority of costs associated with Summer programs History-Summary of Partner’s Contributions to the Instruction, Management, and Cost of Operating PAC Program, Development Years(2)

36. School Contributions University Contributions Grant Support Summer School Space (some years) Research studies School Lunch Program (Some summers) Teacher In- service workshops Part of Teacher Summer Salaries (some years) Saturday tutoring/study sessions meeting facilities History-Summary of Partner’s Contributions to the Instruction, Management, and Cost of Operating PAC Program, Development Years(3)

37. PAC: Late 1990’s-Early 2000’s

38. The PAC Program Today Mathematics Curriculum: Algebra Pre- /I/II; Geometry; Pre-calculus; Calculus; Statistics Software: Geometer’s Sketchpad and Fathom; graphing and scientific calculators Science Curriculum: Biology; Chemistry; Anatomy & Physiology; Physics; Environmental Science Software: Biology Interactive Tutor; Chemistry Interactive Tutor and Interactive Physiology Technology Curriculum: C omputer Applications; Computer programming; Research

39. The PAC Program’s CurriculumToday Activity-based Math & Science curriculumActivity-based Math & Science curriculum Honors Mathematics Core: Algebra I, Geometry, Algebra II, Pre- Calculus, Calculus, Statistics and/or Dual EnrollmentHonors Mathematics Core: Algebra I, Geometry, Algebra II, Pre- Calculus, Calculus, Statistics and/or Dual Enrollment Honors Science Core: Biology, Chemistry, Physics, Anatomy & Physiology, and Environmental ScienceHonors Science Core: Biology, Chemistry, Physics, Anatomy & Physiology, and Environmental Science Six years of technology courses including Computer Applications, Computer Programming, and the use of special software for Math such as Geometer’s SketchPad and Fathom; for Science, Biology Interactive Tutor and Interactive Physiology is used.Six years of technology courses including Computer Applications, Computer Programming, and the use of special software for Math such as Geometer’s SketchPad and Fathom; for Science, Biology Interactive Tutor and Interactive Physiology is used. Hand-held technology for in class experimentation and discovery learningHand-held technology for in class experimentation and discovery learning Activity-based Math & Science curriculumActivity-based Math & Science curriculum Honors Mathematics Core: Algebra I, Geometry, Algebra II, Pre- Calculus, Calculus, Statistics and/or Dual EnrollmentHonors Mathematics Core: Algebra I, Geometry, Algebra II, Pre- Calculus, Calculus, Statistics and/or Dual Enrollment Honors Science Core: Biology, Chemistry, Physics, Anatomy & Physiology, and Environmental ScienceHonors Science Core: Biology, Chemistry, Physics, Anatomy & Physiology, and Environmental Science Six years of technology courses including Computer Applications, Computer Programming, and the use of special software for Math such as Geometer’s SketchPad and Fathom; for Science, Biology Interactive Tutor and Interactive Physiology is used.Six years of technology courses including Computer Applications, Computer Programming, and the use of special software for Math such as Geometer’s SketchPad and Fathom; for Science, Biology Interactive Tutor and Interactive Physiology is used. Hand-held technology for in class experimentation and discovery learningHand-held technology for in class experimentation and discovery learning

40. Academic Focus for Grades 7-12 The PAC Program has sought to help students: (1) connect with learning, (2) believe in the collegiate world as a concrete, attractive, and attainable space, (3) see the real science, mathematical, and technological constellations as enticing, (4) achieve measurable change in achievement and attitude, (5) develop problem solving skills with exposure to nontraditional curricular tools, (6) use manipulatives, scientific equipment, calculators, and computers, and (7) discover how scientists actually work and how mathematics is used in the world. The university faculty, graduate students, and classroom teachers become models and mentors for the undergraduate students, who in turn become models and mentors, coaches, and tutors for the PAC grades 7-12 students. The curriculum and instruction is Standards-based adapted and often modified to fulfill the needs of this unique program. Curriculum developed and tested by NSF, NASA, and other large funding agencies, as critical agents in the reform initiatives, are adapted by the program. Two important features of the PAC Program are: (1) the extensive, daily use of technology as a tool for learning and investigating science and mathematics, and (2) a support system that assures that students receive the quantity and quality of support—tutoring, mentoring, individual attention and group interaction—to make the learning environment and experience far different than that typically provided. The technology learning environment is one in which investigations of scientific and mathematical phenomena are the typical activities, with a full-range of integrated areas of science and mathematics. The technology investigations are in-depth studies of five to six units of study, relating directly to the curriculum that is used in the mathematics and science courses. Technology is used to study science and mathematics, and it is also used to study itself, with programming and tool software integrated. The PAC Program has sought to help students: (1) connect with learning, (2) believe in the collegiate world as a concrete, attractive, and attainable space, (3) see the real science, mathematical, and technological constellations as enticing, (4) achieve measurable change in achievement and attitude, (5) develop problem solving skills with exposure to nontraditional curricular tools, (6) use manipulatives, scientific equipment, calculators, and computers, and (7) discover how scientists actually work and how mathematics is used in the world. The university faculty, graduate students, and classroom teachers become models and mentors for the undergraduate students, who in turn become models and mentors, coaches, and tutors for the PAC grades 7-12 students. The curriculum and instruction is Standards-based adapted and often modified to fulfill the needs of this unique program. Curriculum developed and tested by NSF, NASA, and other large funding agencies, as critical agents in the reform initiatives, are adapted by the program. Two important features of the PAC Program are: (1) the extensive, daily use of technology as a tool for learning and investigating science and mathematics, and (2) a support system that assures that students receive the quantity and quality of support—tutoring, mentoring, individual attention and group interaction—to make the learning environment and experience far different than that typically provided. The technology learning environment is one in which investigations of scientific and mathematical phenomena are the typical activities, with a full-range of integrated areas of science and mathematics. The technology investigations are in-depth studies of five to six units of study, relating directly to the curriculum that is used in the mathematics and science courses. Technology is used to study science and mathematics, and it is also used to study itself, with programming and tool software integrated.

41. PAC: Current Partnership

42. Most Recent and Current FIU and M-DCPS Partnership Programs That Include Association with The PAC Program NSF - CHEPREONSF - CHEPREO APS – PHYSTECAPS – PHYSTEC DOE – SEAMSDOE – SEAMS NSF - STEMSNSF - STEMS NSF - CHEPREONSF - CHEPREO APS – PHYSTECAPS – PHYSTEC DOE – SEAMSDOE – SEAMS NSF - STEMSNSF - STEMS

43. College of Education Projects SF-STEMS (NSF)SF-STEMS (NSF) –Supported Preservice Teachers SEAMS (Department of Education)SEAMS (Department of Education) –Supports Lower Division Physics and Math Students Shared Personnel / Recruiting / PhilosophyShared Personnel / Recruiting / Philosophy SF-STEMS (NSF)SF-STEMS (NSF) –Supported Preservice Teachers SEAMS (Department of Education)SEAMS (Department of Education) –Supports Lower Division Physics and Math Students Shared Personnel / Recruiting / PhilosophyShared Personnel / Recruiting / Philosophy

44. FIU PhysTEC Project New PhysTEC PPI in 2007New PhysTEC PPI in 2007 –Increasing Quality and Quantity of Physics Teachers –Recruiting / Early Field Experiences / Induction –Teacher In Residence (TIR) + 8 Learning Assts (LA’s) –Leading Reform of Undergraduate Labs Encourage reform of traditional coursesEncourage reform of traditional courses –FIU: Modeling / Under-Represented Groups to PhysTEC –Synergy: Preservice / Modeling / Community / Influence New PhysTEC PPI in 2007New PhysTEC PPI in 2007 –Increasing Quality and Quantity of Physics Teachers –Recruiting / Early Field Experiences / Induction –Teacher In Residence (TIR) + 8 Learning Assts (LA’s) –Leading Reform of Undergraduate Labs Encourage reform of traditional coursesEncourage reform of traditional courses –FIU: Modeling / Under-Represented Groups to PhysTEC –Synergy: Preservice / Modeling / Community / Influence

45. Arts & Science and Education Strategic Initiative Asked to Lead New Science / Math Strategic InitiativeAsked to Lead New Science / Math Strategic Initiative –Integrated / Multidisciplinary Based on CHEPREO –Follow National Models: Colorado / UTEACH –Aligned with FIU @ Fifty / University Goals / National Goals –New CoE / A&S Deans Strongly Supportive –Planning Phase Asked to Lead New Science / Math Strategic InitiativeAsked to Lead New Science / Math Strategic Initiative –Integrated / Multidisciplinary Based on CHEPREO –Follow National Models: Colorado / UTEACH –Aligned with FIU @ Fifty / University Goals / National Goals –New CoE / A&S Deans Strongly Supportive –Planning Phase

46. PAC Teachers Dedicated, professionalDedicated, professional Highly qualified subject area specialistsHighly qualified subject area specialists Energetic, Creative, InnovativeEnergetic, Creative, Innovative Committed to ongoing professional developmentCommitted to ongoing professional development Collaborate to create meaningful inter- disciplinary learning activitiesCollaborate to create meaningful inter- disciplinary learning activities Dedicated, professionalDedicated, professional Highly qualified subject area specialistsHighly qualified subject area specialists Energetic, Creative, InnovativeEnergetic, Creative, Innovative Committed to ongoing professional developmentCommitted to ongoing professional development Collaborate to create meaningful inter- disciplinary learning activitiesCollaborate to create meaningful inter- disciplinary learning activities

47. The PAC Program Process 1.Identification of potential candidates in Middle Schools 2.Orientation Meeting (Parents, family, candidates) 3.Selection for Summer Academy 4.Final Selection for the PAC Program in August 1.Identification of potential candidates in Middle Schools 2.Orientation Meeting (Parents, family, candidates) 3.Selection for Summer Academy 4.Final Selection for the PAC Program in August

48. Recruitment of Students into PAC The recruitment process for PAC focuses on two criteria. Students must have at least two of the nine dropout predictors identified by the State of Florida and they must have average scores on the norm referenced, nationally administered Stanford Achievement Test. PAC students encounter situations that make success in school a struggle: single parent households with low incomes; responsibility for the care of younger siblings; the necessity of working to supplement the family income; ambivalence toward education at home and in their community. Many of them have experience with addicted family members, abusive relationships, or friends or family in prison. Some of the PAC children live with relatives because both parents are deceased. For most kids like this, the idea of attending a university is, at most, a flicker of a dream lost somewhere between middle school and dropping out of high school. The PAC program offers students an opportunity to achieve academic success, build self-esteem, and make college a reality.The recruitment process for PAC focuses on two criteria. Students must have at least two of the nine dropout predictors identified by the State of Florida and they must have average scores on the norm referenced, nationally administered Stanford Achievement Test. PAC students encounter situations that make success in school a struggle: single parent households with low incomes; responsibility for the care of younger siblings; the necessity of working to supplement the family income; ambivalence toward education at home and in their community. Many of them have experience with addicted family members, abusive relationships, or friends or family in prison. Some of the PAC children live with relatives because both parents are deceased. For most kids like this, the idea of attending a university is, at most, a flicker of a dream lost somewhere between middle school and dropping out of high school. The PAC program offers students an opportunity to achieve academic success, build self-esteem, and make college a reality.

49. Scholarship Requirements Attendance at PAC: Remain with the program until high school graduationAttendance at PAC: Remain with the program until high school graduation Grade of C or better in all required science, research, computer and mathematics classesGrade of C or better in all required science, research, computer and mathematics classes Admittance to FIUAdmittance to FIU Attendance at PAC: Remain with the program until high school graduationAttendance at PAC: Remain with the program until high school graduation Grade of C or better in all required science, research, computer and mathematics classesGrade of C or better in all required science, research, computer and mathematics classes Admittance to FIUAdmittance to FIU

50. Class of 2005

51. Accomplishments for Class of 2005  7 students in “Top 25” of 2005 graduates at Miami- Southridge Senior  10 students in Top 10% of graduating class  14 of 16 graduates eligible for Tier 1 PAC Scholarships (4 years full tuition)…12 attend  2 graduates eligible for Tier 2 PAC Scholarship (2 years full tuition)  2 graduates attend Duke University on full scholarships  Total scholarship funds expected over four years is more than $ 600,000  7 students in “Top 25” of 2005 graduates at Miami- Southridge Senior  10 students in Top 10% of graduating class  14 of 16 graduates eligible for Tier 1 PAC Scholarships (4 years full tuition)…12 attend  2 graduates eligible for Tier 2 PAC Scholarship (2 years full tuition)  2 graduates attend Duke University on full scholarships  Total scholarship funds expected over four years is more than $ 600,000

52. Class of 2006

53. Accomplishments for Class of 2006 9 students in Top 10% of graduating class 13 of 13 graduates eligible for Tier 1 PAC Scholarships (4 years full tuition)…11 attend Two out of the thirteen students attend a technical school

54. Accomplishments for Class of 2006 Total scholarship funds expected to be earned over four years is more than $148,808.00 6 students are receiving Bright Futures at FIU Whole class participation in Heart Awareness Night

55. ESSENTIAL INGREDIENTS of the PAC Program--1 A shared, focal vision of FIU and DCPS to develop and sustain an innovative program in Mathematics, Science, and Technology for predominantly minority, at-risk students in grades 7-12 at the University. Students at risk of leaving school before graduation are a special challenge to classroom teachers in Florida and other parts of the USA. This focus of working with children in the community starting in grade 7 has helped to sustain efforts in our growing collaborative, despite obstacles.A shared, focal vision of FIU and DCPS to develop and sustain an innovative program in Mathematics, Science, and Technology for predominantly minority, at-risk students in grades 7-12 at the University. Students at risk of leaving school before graduation are a special challenge to classroom teachers in Florida and other parts of the USA. This focus of working with children in the community starting in grade 7 has helped to sustain efforts in our growing collaborative, despite obstacles.

56. ESSENTIAL INGREDIENTS of The PAC Program--2 Flexibility of University and school district faculty and staff to work in different contexts (of responsibilities) and environments created by the uniqueness and innovative nature of the program. Compromises to individual’s goals and each institution’s goals to meet the demands and expectations of partnership has been absolutely necessary to developing and sustaining the partnership;Flexibility of University and school district faculty and staff to work in different contexts (of responsibilities) and environments created by the uniqueness and innovative nature of the program. Compromises to individual’s goals and each institution’s goals to meet the demands and expectations of partnership has been absolutely necessary to developing and sustaining the partnership; Leadership capabilities and excellence among members in the team in different categories including instruction (grades 7-12 and university), curriculum development (grades 7-12 and university), research, administration, grant writing, and community relations; Leadership capabilities and excellence among members in the team in different categories including instruction (grades 7-12 and university), curriculum development (grades 7-12 and university), research, administration, grant writing, and community relations; Flexibility of University and school district faculty and staff to work in different contexts (of responsibilities) and environments created by the uniqueness and innovative nature of the program. Compromises to individual’s goals and each institution’s goals to meet the demands and expectations of partnership has been absolutely necessary to developing and sustaining the partnership;Flexibility of University and school district faculty and staff to work in different contexts (of responsibilities) and environments created by the uniqueness and innovative nature of the program. Compromises to individual’s goals and each institution’s goals to meet the demands and expectations of partnership has been absolutely necessary to developing and sustaining the partnership; Leadership capabilities and excellence among members in the team in different categories including instruction (grades 7-12 and university), curriculum development (grades 7-12 and university), research, administration, grant writing, and community relations; Leadership capabilities and excellence among members in the team in different categories including instruction (grades 7-12 and university), curriculum development (grades 7-12 and university), research, administration, grant writing, and community relations;

57. ESSENTIAL INGREDIENTS of The PAC Program--3 A mixture and blend of creative and innovative thinking by partnership personnel to maximize limited resources, minimize stress of working in both University and school district environments, and the ability to forge relationships with extended partners, including local and state agencies, to produce quality results for grades 7-12 students, pre-service and in-service teachers.A mixture and blend of creative and innovative thinking by partnership personnel to maximize limited resources, minimize stress of working in both University and school district environments, and the ability to forge relationships with extended partners, including local and state agencies, to produce quality results for grades 7-12 students, pre-service and in-service teachers. Continuity of key personnel leading to stability and growth of the program. Faculty, teachers from M-DCPS, graduate students, and other School District key personnel have developed PAC and have remained with PAC over several years.Continuity of key personnel leading to stability and growth of the program. Faculty, teachers from M-DCPS, graduate students, and other School District key personnel have developed PAC and have remained with PAC over several years. A mixture and blend of creative and innovative thinking by partnership personnel to maximize limited resources, minimize stress of working in both University and school district environments, and the ability to forge relationships with extended partners, including local and state agencies, to produce quality results for grades 7-12 students, pre-service and in-service teachers.A mixture and blend of creative and innovative thinking by partnership personnel to maximize limited resources, minimize stress of working in both University and school district environments, and the ability to forge relationships with extended partners, including local and state agencies, to produce quality results for grades 7-12 students, pre-service and in-service teachers. Continuity of key personnel leading to stability and growth of the program. Faculty, teachers from M-DCPS, graduate students, and other School District key personnel have developed PAC and have remained with PAC over several years.Continuity of key personnel leading to stability and growth of the program. Faculty, teachers from M-DCPS, graduate students, and other School District key personnel have developed PAC and have remained with PAC over several years.

58. Some Outcomes for The PAC Program PAC program has been in operation for fourteen years. The first students who joined the program in 1994, graduated in 2000. Over the past 14 years, the PAC program has been very successful. Since the inception of the Florida Comprehensive Assessment Test (FCAT) as a graduation requirement no PAC student has failed to pass the math The portion of the exam by the end of the eleventh grade year. Also, all PAC students take honors math and science courses throughout high school and a large number take Advanced Placement (AP) courses. During the 2006-2007 academic year, 45% of PAC high school students were enrolled in at least one AP class and 25% were enrolled in two or more AP classes. In the last three years, 46% of PAC graduates were among the top 25 students in their graduating class. Beyond the academic accomplishments, the PAC program has created a lifestyle that includes community awareness, appreciation of diversity, and a sense of belonging. Students and parents volunteer their time to participate in events such as the Heart Awareness Night, Math and Science Academic Night, Saturday School, and the PAC Summer Academy.PAC program has been in operation for fourteen years. The first students who joined the program in 1994, graduated in 2000. Over the past 14 years, the PAC program has been very successful. Since the inception of the Florida Comprehensive Assessment Test (FCAT) as a graduation requirement no PAC student has failed to pass the math The portion of the exam by the end of the eleventh grade year. Also, all PAC students take honors math and science courses throughout high school and a large number take Advanced Placement (AP) courses. During the 2006-2007 academic year, 45% of PAC high school students were enrolled in at least one AP class and 25% were enrolled in two or more AP classes. In the last three years, 46% of PAC graduates were among the top 25 students in their graduating class. Beyond the academic accomplishments, the PAC program has created a lifestyle that includes community awareness, appreciation of diversity, and a sense of belonging. Students and parents volunteer their time to participate in events such as the Heart Awareness Night, Math and Science Academic Night, Saturday School, and the PAC Summer Academy.

59. Outcomes and Comparisons for The PAC Program Probably, PAC’s most remarkable accomplishment is the high school graduation rates. Of the students that start 9th grade with PAC: 94% graduate from high school, 72% graduate from PAC, and 54% get accepted to a university and are awarded scholarships. Of the students that make it to the 12th grade in PAC: 98% graduate from high school, 95% graduate from PAC, and 75% get accepted to a university and are awarded scholarships. As a means of comparison, although there were 1402 students that entered the 9th grade in the fall of 2001 at the home school for the PAC students, Southridge Senior High School, there were only 696 in the twelfth grade in 2004-2005 (49%), 619 of those graduated (89% of the senior class but only 44% of the original freshman class). Of the 696 seniors, 31.3% had plans to go to a 4-year college or university.Probably, PAC’s most remarkable accomplishment is the high school graduation rates. Of the students that start 9th grade with PAC: 94% graduate from high school, 72% graduate from PAC, and 54% get accepted to a university and are awarded scholarships. Of the students that make it to the 12th grade in PAC: 98% graduate from high school, 95% graduate from PAC, and 75% get accepted to a university and are awarded scholarships. As a means of comparison, although there were 1402 students that entered the 9th grade in the fall of 2001 at the home school for the PAC students, Southridge Senior High School, there were only 696 in the twelfth grade in 2004-2005 (49%), 619 of those graduated (89% of the senior class but only 44% of the original freshman class). Of the 696 seniors, 31.3% had plans to go to a 4-year college or university.

60. The PAC Students by Leanne Wells (Lead Teacher, 1999-2002)--1 The PAC Students (written in 2001): The students enrolled in the Partnership in Academic Communities program were not born with the proverbial silver spoon in their mouths. Their lives are not filled with the many advantages that other kids take for granted, like extra tutoring to help them succeed academically and college prep courses to help them score a little higher on their SAT’s. In fact, they often encounter situations that make success in school a struggle: single parent households with low incomes; responsibility for the care of younger siblings; the necessity of working to supplement the family income; ambivalence toward education at home and in their community. Many of them have experience with addicted family members, abusive relationships, or friends or family in prison. Some of the PAC children live with relatives because both parents are deceased.The students enrolled in the Partnership in Academic Communities program were not born with the proverbial silver spoon in their mouths. Their lives are not filled with the many advantages that other kids take for granted, like extra tutoring to help them succeed academically and college prep courses to help them score a little higher on their SAT’s. In fact, they often encounter situations that make success in school a struggle: single parent households with low incomes; responsibility for the care of younger siblings; the necessity of working to supplement the family income; ambivalence toward education at home and in their community. Many of them have experience with addicted family members, abusive relationships, or friends or family in prison. Some of the PAC children live with relatives because both parents are deceased. The PAC Students (written in 2001): The students enrolled in the Partnership in Academic Communities program were not born with the proverbial silver spoon in their mouths. Their lives are not filled with the many advantages that other kids take for granted, like extra tutoring to help them succeed academically and college prep courses to help them score a little higher on their SAT’s. In fact, they often encounter situations that make success in school a struggle: single parent households with low incomes; responsibility for the care of younger siblings; the necessity of working to supplement the family income; ambivalence toward education at home and in their community. Many of them have experience with addicted family members, abusive relationships, or friends or family in prison. Some of the PAC children live with relatives because both parents are deceased.The students enrolled in the Partnership in Academic Communities program were not born with the proverbial silver spoon in their mouths. Their lives are not filled with the many advantages that other kids take for granted, like extra tutoring to help them succeed academically and college prep courses to help them score a little higher on their SAT’s. In fact, they often encounter situations that make success in school a struggle: single parent households with low incomes; responsibility for the care of younger siblings; the necessity of working to supplement the family income; ambivalence toward education at home and in their community. Many of them have experience with addicted family members, abusive relationships, or friends or family in prison. Some of the PAC children live with relatives because both parents are deceased.

61. The PAC Students by Leanne Wells (Lead Teacher, 1999-2002)--2 For most kids like this, the idea of attending the university is, at most, a flicker of a dream lost somewhere between middle school and dropping out of high school. The reasons for dropping out are numerous: pregnancy, poverty, drugs, boredom, escape, a life of mediocrity, low self-image. For most kids like this, the idea of attending the university is, at most, a flicker of a dream lost somewhere between middle school and dropping out of high school. The reasons for dropping out are numerous: pregnancy, poverty, drugs, boredom, escape, a life of mediocrity, low self-image. What these kids do have going for them is a desire and an opportunity to succeed in mathematics and science, and in academics in general. They are breaking a cycle of poverty, low expectations and failure. They have teachers, college faculty and college students who care about them and are willing to put in the time and effort to help them succeed. And they are succeeding! The students in PAC today are involved in a program with a track record of getting its graduates into colleges and universities, and providing full scholarships for those who attend Florida International University! What these kids do have going for them is a desire and an opportunity to succeed in mathematics and science, and in academics in general. They are breaking a cycle of poverty, low expectations and failure. They have teachers, college faculty and college students who care about them and are willing to put in the time and effort to help them succeed. And they are succeeding! The students in PAC today are involved in a program with a track record of getting its graduates into colleges and universities, and providing full scholarships for those who attend Florida International University! For most kids like this, the idea of attending the university is, at most, a flicker of a dream lost somewhere between middle school and dropping out of high school. The reasons for dropping out are numerous: pregnancy, poverty, drugs, boredom, escape, a life of mediocrity, low self-image. For most kids like this, the idea of attending the university is, at most, a flicker of a dream lost somewhere between middle school and dropping out of high school. The reasons for dropping out are numerous: pregnancy, poverty, drugs, boredom, escape, a life of mediocrity, low self-image. What these kids do have going for them is a desire and an opportunity to succeed in mathematics and science, and in academics in general. They are breaking a cycle of poverty, low expectations and failure. They have teachers, college faculty and college students who care about them and are willing to put in the time and effort to help them succeed. And they are succeeding! The students in PAC today are involved in a program with a track record of getting its graduates into colleges and universities, and providing full scholarships for those who attend Florida International University! What these kids do have going for them is a desire and an opportunity to succeed in mathematics and science, and in academics in general. They are breaking a cycle of poverty, low expectations and failure. They have teachers, college faculty and college students who care about them and are willing to put in the time and effort to help them succeed. And they are succeeding! The students in PAC today are involved in a program with a track record of getting its graduates into colleges and universities, and providing full scholarships for those who attend Florida International University!

62. Benefits to Grades 7-12 Students in The PAC Program “like a mini-magnet school in mathematics, science and technology ”

63. The PAC Program Looks to the Future With fourteen successful years of providing safe, innovative, and multidisciplinary instruction to Southridge Senior High School and feeder pattern students, PAC looks forward to a challenging future.

64. Please Join Us This Afternoon— A Comprehensive Approach to the Study of Anatomy and Physiology of the Heart: Motivating High School Biology Students via Community and Experiential Learning Presented by: Giselle M. Jorge, PAC Lead Teacher George E. O’Brien, PAC Program Director NSTA Boston Nation Conference Session No. 1875 Saturday, March 29, 2008 3:30PM - 4:00PM Seaport Hotel Room Plaza A

65. Any Questions, Want to Know More? Please Contact Us — George E. O’Brien, PAC Program Director Associate Professor, Science Education Florida International University College of Education Ziff Family Education Building 255B University Park, Miami, Florida 33199 Tel. (305) 348-2599 e-mail: obrieng@fiu.edu web: http://www.fiu.edu~obrieng/obrienbiopage.html Giselle M. Jorge, PAC Lead Teacher ED.D. Candidate in Curriculum & Instruction Florida International University College of Education Ziff Family Education Building 231A University Park, Miami, Florida 33199 Tel. (305) 348-6762 e-mail: gmjorge76@dadeschools.net obrieng@fiu.eduhttp://www.fiu.edu~obrieng/obrienbiopage.htmlgmjorge76@dadeschools.net Any Questions, Want to Know More? Please Contact Us — George E. O’Brien, PAC Program Director Associate Professor, Science Education Florida International University College of Education Ziff Family Education Building 255B University Park, Miami, Florida 33199 Tel. (305) 348-2599 e-mail: obrieng@fiu.edu web: http://www.fiu.edu~obrieng/obrienbiopage.html Giselle M. Jorge, PAC Lead Teacher ED.D. Candidate in Curriculum & Instruction Florida International University College of Education Ziff Family Education Building 231A University Park, Miami, Florida 33199 Tel. (305) 348-6762 e-mail: gmjorge76@dadeschools.net obrieng@fiu.eduhttp://www.fiu.edu~obrieng/obrienbiopage.htmlgmjorge76@dadeschools.net