Spring break week this week. This summary is for involvement through last Friday, plus analysis work I've done since.
1. Tutoring done within most classes:
Our volunteers continued up until the Spring break period.
2. Test results for the March test period (CAS) have been posted:
Last week test results became available for the roughly 150 students who took reading and math tests earlier this month. The tests were taken during a few mornings. A high percentage of enrolled students (perhaps 90%) took the tests. The rest were absent on at least one of the test days.
Dr. Presswood & co. are committed to "get out the student population", by one means of another, to increase the participation to as near to 100% as possible for the April tests.
3. A comparative analysis of the January test period (BAS) math and reading results to those of the CAS results were done on an individual student basis, and then aggregated by class and "globally":
I was able to use the results from the January and March tests to ascertain what differences there are between the performances of the students on the BAS vs. CAS tests, starting out individually, and then aggregating by class, grade and over all 8 classes. I used 2 criteria -- (a) the difference in % of correct answers to questions, taking into account the number of questions in each test since they generally varied slightly, and (b) the increase, no change, or decrease in a student's category (Advanced, Proficient, Basic or Below Basic) from one test to the next.
Dr. Presswood needs to see the package of 16 pages plus a one page summary before I can disseminate any of the quantitative specifics to this group. So, it will be at least more than a week before I submit whatever type of summary he will permit. For now, I can say that there has been what I would call noticeable improvement, but nothing really dramatic.
4. People Animals Love (PAL) will be engaged at Stanton as soon as possible:
Two representatives of Earl Strimple's old "do good" organization (PAL) recently have been trying to figure what an "animal-based" component for the science curriculum and just in general could help Stanton students.
We had a very successful, nearly 2 hour, meeting with Dr. Presswood last Wednesday. The "green light" is on for at least some involvement that PAL can support this semester, and possibly some summer camp participation by a select group of Stanton students.
In the longer term, PAL is developing information to be used via a grant application to go into next semester and beyond. Don't know who the grantor and what the substance will be at this time. We do know that Stanton is very supportive of a long term relationship. 
5. The edited versions of the video cameos done by selected student teams at the end of Jan. will be available soon:
With help from the French Embassy, Paris Academies Rotary Club, the Rochambeau Lycee in Washington, and DC Public Schools, with May Gwinn & co. we spent a morning in Jan. with 5 students from each of 8 classes running around the school with videa cameras filming according to "story boards" each team developed. The results were sent to the Rochambeau arts students for editing. That is nearly finished. Stanton should receive the edited results next week or maybe one week after that.
If all goes as was done last year at Ludlow-Taylor, there will be an award and celebration bash before the end of the semester. It was very successful last year, and there's every reason to believe it will be so this year.
6. Dr. Presswood would appreciate Rotary participation for class monitoring during the final tests in mid-April:
The all important last blast of math and reading tests will take place from Tuesday, April 21st through Friday, April 24th, probably morning only or afternoon only. These are the tests whose aggregated results are broadcast here, there and everywhere. I'm sure they will be compared with the results of a year ago -- and lots of people will try to figure out what causality was behind whatever changes are noted.
Anticipating this, Dr. Presswood & co. are going "all out" with trying to strengthen student preparedness and bringing in parents as much as possible in to support the campaign.
In addition, to show "outsider" interest that the students can see, he asked me to try to get additional Rotarian support by having us in the classrooms at the times of the tests to monitor the test taking. Without doubt, those of us who have been tutoring should show up if at all possible; but included could be any Rotarian or Rotaract person with the time and interest.
I'll send out more on this when I receive more information.