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tutors, and special courses for Davis High School, the worst in the city, in 1981 In 1983, Tenneco added college scholarships for students who graduated with average grades or above, plus Communities in Schools (CIS), a national program that counsels students with family and personal problems that distract them from schoolwork In 1989, the Houston Endowment joined in, as a sponsor of summer classes that help scholarship hopefuls prepare for college From 1983, when the scholarships began, to 1992, college enrollment by Davis graduates rose from 20 to 81 On the one hand, a fourfold increase can be seen as good results On the other hand, 600 students started at Davis in grade 9, so 81 still meant that fewer than 15 percent made it to college And 425 of the students 70 percent dropped out before graduation from grade 12.

less coil. If there is a storage tank associated with the tankless coil, the relief valve might be located on the tank. A temperature-sensitive relief valve is a necessary safety control and is normally factory-set to discharge when the domestic hot water reaches a scalding temperature. If you do not find a relief valve, record the fact on your worksheet as a reminder to have one installed after you move in.

They dropped out because they arrived at high school so far behind that they could never catch up It was just too late The problem started way back in elementary and middle school In 1992, James Ketelsen retired as CEO of Tenneco Instead of leaving Davis behind, he and his wife, Kathryn, set up shop in their garage At this point, there was still nothing remarkable about Davis many other adopt-a-school programs had had similar results But then Ketelsen did a remarkable thing: He looked upstream from Davis to the six elementary and middle schools that fed into it, and asked the question, What works That is, were there existing programs elsewhere that showed success in turning around failing elementary and middle schools Ketelsen set out on a treasure hunt for programs to add to the scholarships, summer classes, and CIS.

Insert the blank into the keyway and twist the key clockwise, and while maintaining the pressure, rock the blank up and down and pull it out slightly Then twist the blank counterclockwise, and while maintaining the pressure, rock it up and down and pull it out slightly Remove the blank from the lock, and observe the marks made by the pins File at the strongest mark only Cut just one mark at a time before cleaning the blank and reinserting it in the keyway to make new marks Repeat the turning, rocking, pulling, and filing procedure until you have a working key When you re able to impression a two-pin lock, add another pin stack, and practice impressioning it Continue adding pins until you can quickly impression a five-pin tumbler cylinder.

Over the next year, he found three that showed convincing success: Success for All (SFA), Consistency Management and Cooperative Discipline (CMCD), and Move it Math (MIM) SFA we ve already met, as one of the single strands of proven success in Schor s book Ketelsen picked it up, to weave in with other strands For CMCD, evaluations showed good results in solving the discipline problem in schools MIM was riskier: There were no evaluations yet But nationwide, there was no successful math program that Ketelsen could use So he observed MIM in.

Warded Bit-Key Locks Impressioning a warded bit-key lock relies on the ability to decipher small marks made on a smoked key blank that has been inserted into a lock and turned Interpretation of the marks tells the locksmith what cuts to make, where to make them, and how deep they must be The advantage of impressioning is that you need not disassemble a lock or remove it from a door to make a key The first cut allows that blank to enter the keyhole Since you do not have the original key, smoke the end edge of the blank, and insert it into the keyhole so that the edge comes into contact with the case ward Scribe mark the top and bottom of the ward on the blank.

action and saw good results in the classrooms he studied Thus, MIM joined the list Each program came with an existing support system of professionals who already knew what to do Like SFA, CIS had a national organization that was ready to go For CMCD, there was a small group at the University of Houston For MIM, there was the husband-wife team who had developed it In August 1993, Ketelsen brought the leaders of the four programs together at a working lunch in downtown Houston He asked them in detail whether and how the different programs might mesh All four gave thumbs up And so was born Project GRAD, for Graduation Really Achieves Dreams The Ketelsens served as coordinators and problem solvers for bringing the three programs to the Davis feeder that is, the high school plus the six lower schools that fed into it.