(RIMSA)
The Los Angeles Unified School District (LAUSD), home of most ACCESS CENTER pipeline schools, has responded to the overcrowding crisis with alternative calendars, or "year-round" schools. Therefore, the ACCESS Center has established an alternative calendar, university based, Residential Intensive Math and Science Academy (RIMSA) for 50, 7th and 8th grade minority and economically disadvantaged students.
As an early intervention program, RIMSA enhances and supplements the regular classroom experiences, for these students, in mathematics, science and creative writing. RIMSA targets schools and recruits students who show potential but who are not in the top 10% of a given class, therefore, recruitment focus' on average, middle achieving students. Program staff includes; Cal State L.A. faculty as guest lecturers; 3 teachers; 8 residential aides; 4 teacher assistants; a program coordinator and secretary.
The goal of RIMSA is to reverse the disturbing statistics of college entry among low-income and minority students by stimulating and encouraging students to take control and excel in their formal education. RIMSA seeks to prepare children for college by providing a strong foundation for entering high school. The program specifically addresses the problem of poor math and science skills in order to reverse the downward spiral of college-going rates among low-income and minority students.
RIMSA is designed to improve the cognitive skills of students in science, math and creative expression, and to raise the level of excellence and standards of student performance in these areas. We believe that this direct student intervention program designed to stimulate, encourage and involve the young learner will have a permanent impact on their academic lives.
Program Objectives seek to:
1. Increase math scores as measured by pre and post written math tests at the 7th grade level.
2. Increase the number of students who enroll in and successfully complete algebra as a precursor to more advanced high school college preparatory math sequences.
3. Increase the level of comfort with science lab work in the natural and physical sciences.
4. Develop and reinforce reasoning, and effective oral and written communication skills.
5. Increase parental involvement in their child’s math and science education by participation in “rap” groups.
6. Develop computer skills (including use of spreadsheets, databases, word processing and graphing).
7. Increase interest in high school math and science courses by increasing the number of students performing at or above grade level in math and science.
PROJECT DESIGN
A. Science Themes: Health, The Environment, Water & Power, and Space Discovery
The Classroom activities of RIMSA will concentrate on the themes of Health Science, The Environment, Water & Power and Space Discovery. Themes are important in “the learning” of science because they are important in “the doing” of science. Facts collected and categorized are only useful when tied to major theoretical questions of the natural world as in “why” it works and “how” its parts fit together.
1. Health Science - The Director of the CSLA Student Health Center presents “Adolescent Health Awareness” lessons for RIMSA. Students investigate the effects of exercise, hygiene, and puberty on their physical and emotional self esteem. The primary focus is on the individuals responsibility towards health awareness and maintenance.
2. The Environment - The Wisconsin “Bottle Biology” curriculum developed by the University of Wisconsin Madison is used. This curriculum promotes science as a tool all students can use to explore the world. Lessons contained within Bottle Biology can be integrated with math, history, social science and other disciplines.
3. Water and Power - Energy is a central concept of the physical science because it is the foundation for all systems of interaction. RIMSA students’ study will include, source; energy conversion from one form to another; the relationships between science, technology and society; and renewable versus nonrenewable energy sources. The Los Angeles Department of Water and Power will provide teaching materials, lecturers and field trips to reinforce classroom presentations.
4. Space Discovery - As part of the study of space discovery, the “Reaching for the Stars!” curriculum will be used as a major science theme. “Reaching for the Stars!” is a program developed by the U.S. Space Foundation (a collaboration with NASA and several private companies) emphasizing the history, personalities, landmark achievements and future career opportunities of our nation’s space program.
B. Math Curriculum
The Algebra Project - Mathematics continues to be the critical filter that eliminates underrepresented minority students from careers in science, engineering and mathematics (SEM), and algebra acts as a “gatekeeper” to the college preparatory sequence. The Robert Moses Algebra Project will be used to teach pre-algebra to RIMSA students. The transition curriculum used in the Algebra Project addresses the conceptual shift from arithmetic to algebraic thinking. It is used in addition to the standard algebra curriculum to reinforce principals and concepts used throughout the Academy.
The RIMSA program emphasizes that parents are an essential link between students and their studies. Every opportunity should be afforded parents to empower themselves and take responsibility of their roles as stakeholders in the education of their children. Within RIMSA, parental involvement takes the following forms:
1. Increased literacy skills of parents in English, math, and science through participation in workshops for better communication with students and school personnel.
2. Direct understanding of their role and influence in their children’s education through participation in Academy activities.
Through these means RIMSA aims to provide parents with opportunities to become involved in their child’s educational program as well as provide information and experiences that assist parents in this endeavor. We hope to foster strong parental involvement for the following reasons:
1. Parental involvement develops a partnership between parents and students.
2. Parents will feel a sense of investment in the operation and success of the Academy.
3. Problem solving for parent and student becomes an interactive activity.
4. Parents can serve as “community ambassadors” who will carry the message of the Academy back to the schools and their communities.