PASSPORT TO S U C C E S S Afterschool Program Implementation Manual SCHOOL
1415 Louisiana Suite 3250 Houston, TX 77002 713.658.1881 www.houstonaplus.org
October 1, 2003
Greetings, I am pleased to present to you “Passport to Success”, The Houston A+ Challenge model for afterschool programs, developed during the first phase of our work as a participant in the national Annenberg Challenge. Afterschool programs are increasingly attracting attention in this country, particularly for their effects on academic achievement and overall development of children. A recent study Critical Hours: Afterschool Programs and Educational Success by Dr. Beth M. Miller at Wellesley College concludes that: • Quality programs can markedly increase engagement in learning by providing students with opportunities for personal attention from adults. • Students who are engaged in learning behave better in school, have better work habits, higher educational aspirations and improved attitudes toward school. • Young people are not the only ones to benefit. Afterschool programs have been referred to as "the new neighborhood." Positive effects extend to families, employers and communities. Houston A+, formerly Houston Annenberg Challenge, developed “Passport to Success” several years ago at the request of the Annenberg Foundation. The model stresses linking afterschool activities as an extension of the school day to academic achievement. It has been adopted by eight schools in the Houston area and several non-profits and serves as a guide for the City of Houston’s afterschool program. I hope you find the model useful in your work as well. Sincerely,
Linda Clarke Executive Director
Houston A+ Challenge
Houston A+ Challenge
TABLE OF CONTENTS Overview
2
Introduction
3
Purpose and Goals
3
Program Results
4
Program Overview
5
Program Schedule
6
Program Components
7
Sample Budget
11
Staffing
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Houston A+ Challenge
OVERVIEW More than 28 million school-age children have parents who work outside the home. However, only 20%, or six million children, in grades K-8 participate in before- and afterschool programs. Most of the other 80% of children do not have access to affordable, quality care during the hours before and after school. Meanwhile, the number of school age children with working parents continues to rise. In 69% of all married couple families with children ages 6-17, both parents work outside the home; in 71% of single mother families and in 85 percent of single father families with children ages 6-17, the custodial parent is working; and the gap between parents' work schedules and their children's school schedules amounts to 20 to 25 hours per week. To meet this growing demand, communities must create quality afterschool enrichment programs. Research conducted by the U.S. Department of Education, Partnership for Family Involvement in Education (1999) found that school-age children and teens who are unsupervised during the hours after school are more likely to use alcohol, drugs, and tobacco; engage in criminal and other high-risk behaviors; perform poorly in school; display increased behavior problems; and drop out of school more often than those children who have the opportunity to benefit from constructive activities supervised by responsible adults. In a Harris poll, more than one-half of teachers singled out children who are left on their own after school as the primary explanation for students' difficulties in class. Conversely, there is a chronic shortage of afterschool programs available to serve children. Demand for school-based, afterschool programs outstrips supply at a rate of about two to one. Further, finding quality programs to meet the needs of children moving from elementary to middle school years is even more challenging in communities where afterschool resources decline abruptly after elementary school. Middle school children are often "too old for child care" and "too young for self-care." The transition to middle school marks the time when children are in early stages of adolescence, asking for greater autonomy and are able to use it more successfully if they receive support, attention, and supervision from caring adults. To address this societal need, the Houston A+ Challenge created the "Passport to Success" model for its funded schools. This model reinforces classroom teaching, while providing children with a safe, rich, and fun environment to continue their learning after school hours.
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INTRODUCTION "Passport to Success" is an afterschool program that reinforces classroom teaching by enhancing students’ learning experiences and layering fine arts and cultural arts into the program. Begun in 1997, the program serves more than 4,100 students in eight schools in the greater Houston area. Each afternoon, students participate in a variety of enrichment activities designed to address their specific academic and social needs, develop their selfmotivation, and help them become life-long learners. Guided by trained educators, rather than childcare workers, students receive focused attention that contributes to improved academic success and increased self-confidence.
PURPOSE AND GOALS The purpose of "Passport to Success" is three-fold. 1. To provide students with a safe and nurturing afterschool environment; 2. To provide students with a program of academic enrichment that encourages life-long learning as well as critical problem solving that is hands-on and experiential; 3. To help build community assets that can help our youth find success both at home and at school. Because the Annenberg philosophy embodies personalization and meeting the unique needs of each student, "Passport to Success" program components are customized for each campus. Collaboration is fostered between students, parents and teachers through on-going professional development for teachers and through enrichment activities for parents that cultivate positive relationships and participation in their children’s education. Woven into the fun learning environment promoted by "Passport to Success" are activities that support academic achievement, social interaction, and conflict-resolution. Improvement in these areas leads to increased self-confidence. In turn, students have greater aspirations such as high school graduation and post-secondary education—the ultimate tickets to success.
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PROGRAM RESULTS During the 2000-01 school year, "Passport to Success" participants at two Houston ISD schools experienced increased academic achievement and improved interpersonal skills. Feedback from teachers, parents and students was also very positive. At the elementary school, daily attendance grew from an average of 150 to 250. More than 90% of students attended daily. Parent nights, and other efforts to engage parents, drew an average of 75% of the participant’s parents. The profile of this inner-city school shows 98% of students are Hispanic, 61% are Limited English Proficient, 78% are at-risk and 95% are economically disadvantaged. Analysis of student data from those who attended 70% or more of the afterschool sessions showed the following successes: • 53% increased reading scores by 10% or more on the state-mandated skills assessment test (TAAS, or Texas Assessment of Academic Skills) • 61% increased mathematics scores by 10% or more on the state-mandated skills assessment test • 54% increased writing scores by 10% or more on the state-mandated skills assessment test • 98% had no discipline referrals and teachers felt program participants improved relationships with adults At the middle school, daily attendance grew from 35 to an average of 100. More than 80% of students attended daily. More than 70% of participant’s parents attended one or more of the programs offered to them, one of which was a play that was written, directed and performed by "Passport to Success" students. Attendance for this event by parents and community members topped 500. The profile of this school, which is a feeder for the elementary school outlined above, shows 98% of students are Hispanic, 32% are Limited English Proficient, 61% are at-risk and 93% are economically disadvantaged. Analysis of student data from those who attended 70% or more of the afterschool sessions at the middle school showed the following successes: • 56% increased reading scores by 10% or more on the state-mandated skills assessment test (TAAS, or Texas Assessment of Academic Skills) • 72% increased mathematics scores by 10% or more on the state-mandated skills assessment test • 49% increased writing scores by 10% or more on the state-mandated skills assessment test • 74% had no discipline referrals, an 18% improvement based on previous referrals for this group of participants prior to program implementation
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PROGRAM OVERVIEW The centerpiece of "Passport to Success" is a student passport that contains a current photo of the student, along with his name, address, phone number, teacher’s name(s) and emergency information. Issued upon entrance to the program, the passport ensures safety because of the personal data, but it also provides the following: • Assessment information in the form of cumulative pre-and post-tests in reading and mathematics that is readily accessible to students, program staff, teachers, and parents • Parental involvement information, including the signed Parent Compact outlining expectations for their involvement and details about Parent Success University (PSU) • Attendance tracking since students receive their passports upon admission to the program each day and use them to rotate through a series of activities • Two-way communication between "Passport to Success" staff and classroom teachers because the passport is placed in mailbox of students’ classroom teachers each day and collected from them by the "Passport to Success” coordinator/supervisor for use the next day • Incentive builders, since completed passports are the "ticket" to board the "Success Bus" one Saturday a month to take part in various field trips.
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PROGRAM SCHEDULE "Passport to Success" operates Monday through Thursday from 3 to 5 p.m. Three simultaneous activities are scheduled in each of the three rotational periods, allowing for a 1:13 adult/child ratio at the elementary level and a 1:17 ratio at the middle school level. A typical schedule follows: Sample Activity Schedule Time
Activity
3:00 – 3:05 p.m.
Arrival/attendance/bathroom
3:05 – 3:20 p.m.
Snack and Social Time
3:20 – 4:00 p.m.
Pre assessment (every nine weeks, pre & post), otherwise as needed Assignment by teacher to Homework Lab, Literacy Lab or Computer Lab
4:00 – 4:45 p.m.
Assignment by program coordinator to ROPES, Art I or Art II activities
4:45 – 5:00 p.m.
Assignment by program coordinator to Journal Writing, Mentor E-mail, or Leisure Reading
5:00 – 5:15 p.m.
Clean-up/sign out/dismissal
Because students attend only one of three activities during each rotational period, a student’s weekly schedule, which is outlined in the passport, might look like this: Sample Student Activity Schedule Time
Monday
Tuesday
Wednesday
3:00 – 3:05
Arrival/attendance/bathroom
3:05 – 3:20
Snack and Social Time
Thursday
3:20 – 4:00
Homework Lab
Literacy Lab
Computer Lab
Homework Lab
4:00 – 4:45
ROPES
Art Activities I
Art Activities II
ROPES
4:45 – 5:00
Journal Writing
Mentor E-mail
Leisure Reading
Journal Writing
5:00 – 5:15
Houston A+ Challenge
Clean-up/sign out/dismissal
6
PROGRAM COMPONENTS The following program components may be used in whole or in part, as the A+ model promotes customization to meet the unique needs of each campus and its students. Length of rotational periods is suggested and may be altered to accommodate student needs. For example, some schools have only two rotational periods: one for homework and one for art activities. Pre-and post-assessments are necessary to measure progress and trained educators are critical to provide the individualized assistance students need to succeed in their academic endeavors.
First Rotational Period (3:20–4 p.m.) Pre- and post-assessments in reading and mathematics are administered the first and last weeks, respectively, of each grading period. Standardized computer assessment software is used since it is aligned with the state standards (Texas Essential Knowledge and Skills, or TEKS). Assessments are organized by the program coordinator and administered by the Computer Lab, Literacy Lab and Homework Lab staff. The Homework Lab, offered during the first rotational period, is designed to motivate students to independently complete their homework, thereby developing this necessary habit. Help and supervision is available from program staff. Students who continually have problems completing or turning in homework may, at the discretion of the classroom teacher and program coordinator, be allowed to attend the Homework Lab daily. The Literacy Lab teaches reading, writing and mathematics through games and other exciting activities. It is staffed by a teacher and teacher’s aide. Topics change weekly and are chosen by the Literacy Lab teacher to align with the TEKS to address students’ problem areas as identified in the pre-assessment and to reinforce concepts concurrently being taught in the regular classroom. For example, the math Literacy Lab uses hands-on manipulatives and one-on-one tutoring to help students master concepts like multiplication and division. The language arts Literacy Lab uses self-paced board games and one-on-one tutoring to reinforce lessons in punctuation, syllabication and synonyms and homonyms. In the Computer Lab, students are directed and assisted by a teacher’s aide in the use of mathematics software that aligns with the TEKS and school curriculum. Where budgets allow, this software, like other "Passport to Success" materials, should be exclusive to the program to bolster attendance. In the Homework Lab, Literacy Lab and Computer Lab, students sometimes work in small groups or with a partner to foster collaborative learning. This also enables staff members to provide one-on-one tutoring to address specific students’ difficulties.
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Second Rotational Period (4–4:45 p.m.) The second rotational period is designed to reinforce instruction of the state TEKS in a fun and exciting way by exposing children to the arts. This rotation also teaches students how to work in groups. ROPES is an experiential learning experience that advances higher order thinking skills, group problem-solving skills, communication skills and self-confidence. Through a fun and dynamic setting that results in amazing self-discoveries, students learn team-building skills such as trust, cooperation, and support. This activity is led by a trained facilitator, who ideally is a "Passport to Success" staff member. (TRIBES or similar programs may be substituted for ROPES. See contact information on following page.) Art I activities have as their focal point a special program sponsored by the Museum of Fine Arts, Houston (MFAH) called "Learning Through Art (LTA)." Through art activities, students study elements of the state standards, or TEKS, which are also taught during the school day. Art I activities change every six weeks and are taught by LTA teachers from the museum, with assistance from a "Passport to Success" teacher’s aide and pre-service/student teachers from local universities. Some schools use the six-week period to focus on a specific arts discipline (i.e. singing, dance, guitar, drawing, computer graphics, photography), then celebrate with student performances and exhibits, oftentimes inviting parents. During Art I activities, LTA teachers sponsor workshops for campus teachers, using Art-To-Go materials. This gives teachers their own hands-on learning experience on how to incorporate art into their curriculum to extend and enhance student learning. Art-To-Go programs support state-mandated essential elements for art, language arts, and social studies in grades K-12. All materials are free and available year-round from MFAH to schools and community centers for a checkout period of two weeks. Art II activities link various Houston area artists with "Passport to Success" program participants. An example of these programs is Young Audiences of Houston’s Afternoon With the Arts Residency Experiences (AWARE) where an artist might act out a variety of habitats to teach children about scientific systems and processes like the food chain and photosynthesis. Another artist might guide students in creating papier maché related to language arts, social studies or science. Sometimes in Art II activities, artists address social issues, as does the dance group Fly. Through a series of situational skits, Fly dramatizes the dangers of societal pressures and offers constructive solutions to difficult solutions that can help students stay in school and remain drug-free.
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Resident artists involved in Art I and II activities are recruited and scheduled by the program coordinator who works with students’ teachers to make sure activities reinforce classroom concepts. The coordinator, with help from pre-service/student teachers, also documents the artists’ curriculum for refinement and future use by classroom teachers. Volunteers from Serve Houston assist with Art I and II activities. Their training is provided by The Children’s Museum of Houston and funded with a grant from the Mayor’s office. Contact Information: TRIBES may be reached at www.tribes.com; Museum of Fine Arts, Houston may be reached at 713-639-7300 or www.mfah.org; Young Audiences of Houston may be reached at 713-520-9264, 888-281-4539 or www.yahouston.org. Other possible arts programs include Teatro Bilingue at 713-222-1213 or MECA (Multicultural Education and Counseling Through the Arts) at 713-802-9370.
Third Rotational Period (4:45-5 p.m.) The third rotation is a short one, designed to cultivate students’ interest in reading and writing and change their attitudes toward education. Through Journal Writing, students reflect on their day, honing their writing skills by communicating with mentors who are selected based on students’ needs and interests. Some schools match students and mentors by surveying volunteers to determine their skills and interests. Other schools partner with civic organizations that survey their members and report these findings to the "Passport to Success" program coordinator. Either way the program coordinator pairs mentors and students. In addition to community business partners, mentors can include high school students and pre-service/student teachers. These important role models also visit students and when possible, serve as tutors during Homework Lab, Literacy Lab and Computer Lab. The Mentor E-Mail component of "Passport to Success" incorporates technology into students’ writing skills with weekly e-mails between mentors to program participants. A teacher’s aide monitors this activity. During Leisure Reading, students read books of their choice. Ideally, books for Leisure Reading are selected from the Accelerated Reader Program (ARP) so students can take tests on the books they read. For schools without the ARP, teachers oversee book selection during the day to ensure appropriate reading levels. In addition, Leisure Reading includes guest readers and speakers who share with elementary and middle school students, respectively. Guest speakers are selected to stimulate students’ career interests, while guest readers select stories that change students’ attitudes about school and perceived obstacles. For example, Sir Cumference has changed students’ attitudes about the difficulty of math.
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Field Trips Field trips take place one Saturday each month and focus on the arts. Parents and/or mentors are encouraged to attend. Only students with completed passports may board the "Success Bus," which motivates students to attend the afterschool program and complete their assignments. Trips to museums, performing arts venues, and local businesses support specific topics students are addressing in their afterschool activities.
Parent Success University To complement the students’ afterschool program, concurrent parent classes called Parent Success University (PSU) are offered one Saturday a month from 8:00 a.m. to 12:00 noon. The curriculum for these classes stresses family literacy, English as a Second Language, parenting skills, and how parents can help their children achieve. A counselor or teacher leads these classes.
Whole Family Retreats At least twice a year, the Saturday field trip and parent classes are combined to create a Whole Family Retreat. These retreats provide an opportunity for students to rotate through the "Passport to Success" program with their families.
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SAMPLE BUDGET Personnel/Item
Hours/Frequency
Rate
Total
Program supervisor/coordinator
4 hours coordination with teachers + 12 hours supervising center = 16 hours/week x 36 weeks
$20/hour
$11,520
Teacher to work in Literacy Lab, planning ROPES and Journal Writing
4 hours + 8 hours on duty = 12 hours/week x 36 weeks
$20/hour
$8,640
Teacher’s aide to assist teacher in Literacy Lab and provide one-on-one tutoring
12 hours/week x 36 weeks
$10/hour
$4,320
Teacher’s aide to work in Homework Lab, assist in Art I and monitor Mentor E-Mail
12 hours/week x 36 weeks
$10/hour
$4,320
Teacher’s aide to work in Computer Lab, assist in Art II and monitor Leisure Reading
12 hours/week x 36 weeks
$10/hour
$4,320
Staff training for five staff members above
3 hours x 5 staff members
2 @ $20/hour 3 @ $10/hour
$210
Resident artist for Art II activities
4 hours planning + 8 hours on duty = 12 hours/week x 36 weeks
$20/hour
$8,640
Family Field Trips
1 every 8 weeks
$500/trip
$2,000
ROPES certification training (one person per campus) Daily snacks
$300
36 weeks
$150/week
Supplies (art, computer software, administrative supplies, passport, ROPES, etc.)
$5,400 $3,155
Teacher for Parent Success University Saturday classes
9 hours total planning + 4 hours on 5 separate Saturdays = 29 hours
$20/hour
$580
Counselor for Parent Success University
9 hours total planning + 4 hours on 4 separate Saturdays = 25 hours
$20/hour
$500
Building, maintenance, utilities
In-kind
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Houston A+ Challenge
STAFFING Program Supervisor/Coordinator This individual is a member of the school staff with flexibility to meet with teachers during the school day about students’ needs and progress. Job responsibilities include: 1) 2) 3) 4) 5) 6) 7) 8)
Monitor day-to-day operations of program Collect passports from students at end of each day Deliver passports to participant's teachers Be available to classroom teachers to coordinate daily activities of program instructors and to communicate this information via passports Pass out passports to students Coordinate all Mentors, Tutors and Art Residents Coordinate pre and post assessment activities Other duties as needed
Teacher and Teacher’s Aide for Literacy Lab, ROPES and Journal Writing These individuals are also part of the school staff. Responsibilities include conducting Literacy Lab activities, coordinating and/or providing one-on-one tutoring during the Lab, facilitating ROPES instruction, and providing assistance and guidance during Journal Writing. In addition, they are responsible for conducting and documenting student assessments. Community volunteers and members of Serve Houston support these staff members by tutoring program participants.
Teacher’s Aide for Homework Lab, Art I Activities and Mentor E-Mail This aide comes from the school staff and is assisted by mentors from the community, tutors from Serve Houston and pre-service/student teachers from local universities. Responsibilities include conducting and monitoring the Homework Lab and the Mentor E-mail. In addition, this staff member conducts and documents student assessments and, along with his/her volunteers, serves as an assistant to the LTA teachers in Art I Activities.
Teacher(s) for Art I Activities, Learning Through Art The Museum of Fine Arts, Houston provides these teachers and/or training to become an LTA teacher. "Passport to Success" staff members, Serve Houston volunteers, and pre-service/ student teachers from local universities assist with Art I activities.
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Teacher’s Aide for Computer Lab, Art II and Leisure Reading This aide comes from the school staff and is assisted by pre-service/student teachers from local universities. Responsibilities include conducting and monitoring the Computer Lab, as well as overseeing Leisure Reading, which requires directing the activities of guest readers. In addition, this individual conducts and documents student assessments and serves as an assistant to Resident Artists in the Art II Activities.
Resident Artists for Art II Activities Resident artists rotate from selected Houston community art organizations. “Passport to Success” staff members, Serve Houston volunteers, and pre-service/student teachers from local universities assist them. Resident artists conduct the Art II activities, supervise the assigned teacher’s aide and provide professional development to campus teachers and pre-service/student teachers.
Teacher for Parent Success University (PSU) This teacher comes from the school staff and teaches literacy classes, English as a Second Language, GED instruction, computer skills, or other designated classes. He/she is responsible for developing PSU curriculum and training materials to meet the specialized needs of parents in the school community.
Counselor for Parent Success University (PSU) This individual is a certified counselor who coordinates and conducts the PSU parenting classes. Ideally, this individual should come from the school staff, but if not, a counselor with the school district would be suitable. This individual is responsible for developing the PSU curriculum and training materials that address parenting skills.
Program Volunteers Volunteer recruitment should be discussed prior to program implementation. In Houston, these individuals include community volunteers from organizations like Serve Houston, as well as pre-service/student teachers. School districts can also provide volunteers through their Partners in Education offices. Training is an important element, both for volunteers in terms of how they work with students and parents, but also for the program staff in terms of how they supervise the volunteers. PSU conducts literacy and mathematics training to program volunteers from 8 a.m. to 12 noon one Saturday in odd numbered months. This is organized by the "Passport to Success" program coordinator. Some resources for training include: • "Full-Service Schools: A Revolution in Health and Social Services for Children, Youth, and Families" by Joy G. Dryfoos • "Involving Parents: A Handbook for Participation in Schools" by Lyons, Robbins & Smith • "Help America Read" program by Gay Su Pinnell & Irene C. Fountas 13
Houston A+ Challenge
Arrival/attendance/bathroom Snack and Social Time Pre-assessment (every nine weeks, pre & post), otherwise as needed Assignment by teacher to Homework Lab, Literacy Lab or Computer Lab Assignment by program coordinator to ROPES, Art I or Art II activities Assignment by program coordinator to Journal Writing, Mentor E-mail or Leisure Reading Clean-up/sign out/dismissal
3:00 – 3:05 p.m.
3:05 – 3:20 p.m.
3:20 – 4:00 p.m.
4:00 – 4:45 p.m.
4:45 – 5:00 p.m.
5:00 – 5:15 p.m.
Snack and Social Time
Homework Lab
ROPES
Journal Writing
Clean-up/sign out/dismissal
3:05 – 3:20
3:20 – 4:00
4:00 – 4:45
4:45 – 5:00
5:00 – 5:15
Mentor E-mail
Art Activities I
Literacy Lab
Arrival/attendance/bathroom
3:00 – 3:05
Tuesday
Monday
This page for reproduction purposes.
SCHOOL
Leisure Reading
Art Activities II
Computer Lab
Wednesday
Journal Writing
ROPES
Homework Lab
Thursday
Student:__________________________________________________________________________
Time
Student Activity Schedule
Because students attend only one of three activities during each rotational period, a student’s weekly schedule, which is outlined in the passport, might look like this:
Activity
Time
Sample Activity Schedule
PASSPORT PROGRAM SCHEDULE "Passport to Success" operates Monday through Thursday from 3 to 5 p.m. Three simultaneous activities are scheduled in each of the three rotational periods, allowing for a 1:13 adult/child ratio at the elementary level and a 1:17 ratio at the middle school level.
Acknowledgements The Houston A+ Challenge wishes to acknowledge and thank the following people and organizations for contributions to the creation of the “Passport to Success” afterschool program and the publication of this manual:
Annenberg Foundation, for providing the impetus and funding to create “Passport to Success” Ed LaSage, who designed “Passport to Success” while on staff at the Houston A+ Challenge Nancy Mills, who crafted the manual from the program design Bob Alban, who designed and illustrated the manual
Project Schools (1999- 2001)
Browning Elementary Olga Moya, principal 713-867-5140
Scroggins Elementary San Juan Elizondo, principal 713-671-4130
Edison Middle Dan DeLeon, principal 713-924-1800
Elmore Middle Gwenette Ferguson, principal 713-672-7446
Gallegos Elementary Eva Loredo, principal 713-924-1830
Helms Community Learning Center Raul Hinojosa, principal 713-867-5130
Hilliard Elementary Rufus Allen, principal 713-635-3085
Hogg Middle Deborah Crowe, principal 713-802-4700
1415 Louisiana, Suite 3250 • Houston, TX 77002 713.658.1881 www.houstonaplus.org ©2003 Houston A+ Challenge