Project Plan and Evaluation Criteria
for the C.L.A.S.S.I.C. Project

•  Introduction
•  Academic Plan
•  Phase I
•  Phase II
•  Instructional Overview
•  Increased Access by Underserved and/or Underrepresented Populations
•  Collaborative Planning and Development
•  Assessment
•  References

Increased Access by Underserved and/or Underrepresented Populations

    Active and planned recruitment of teacher participants who teach in districts having high proportions of underserved and underrepresented populations will be conducted by project staff and FHEDC.  FHEDC has a twenty-district membership in the northwest Kansas area.  Many of these schools are rural schools that traditionally have underserved populations in terms of funding and program opportunities (data collected by Regi Weiland, FHEDC Director).  FHEDC has in place cadres of mathematics and science teachers who traditionally come together to learn new content, strategies and to build on their existing network of peers.  The Center works with area school districts in curricular improvement efforts that support the standards.  This project also with  curriculum efforts of the schools within the service area.  Through the Center newsletter, principals’ and superintendents’ meetings, and letters of invitation, FHEDC will recruit teams for the project.  Southwest Kansas schools, especially noted for having a high ethnic diversity, will be contacted by the project staff via personal letter to each superintendent inviting them to make application for a team of teachers.  Elkhart and Ulysses schools are already prepared to join the project since the goals closely align with district curriculum goals.  

    Teachers will be nominated by the building principal or superintendent.  The nomination criteria includes:  1) teams of two or more, representing varied grade/age levels, who will commit to the goals and rigor of the project and peer-mentoring for the two-year period; 2) willingness of the district to provide peer-mentoring and staff development time; 3) availability of a computer and internet access for the teacher and students;  and 4) teacher interest in the goals of this project.  Not all nominees must be science or mathematics teachers specifically, but must possess an inherent interest in integrating an inquiry-based program into their field of teaching.  The administration must commit to the Statement of Agreement specified in the C.L.A.S.S.I.C. project.