Brunson Elementary – Mr. Jeff Faullin, Principal The Empowerment Modeling Initiative Willie G. Stevens, Ph.D. Brunson Elementary – Mr. Jeff Faullin, Principal

Goal for this session: We will provide strategies to increase the capacity to use disaggregated data to develop initiatives and increase achievement for students in the 21st century.

The Empowerment Modeling Initiative

We are educators, community advocates and researchers who believe in empowering individuals and groups to bring about a positive change for children and education. We use the skills and talents of experts and community residents alike to create new and innovative ideas that invoke lifelong changes.

In the School Community MultiSituational Empowerment Modeling

Bloom’s Knowledge Taxonomy 1. Awareness 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation

EMI Continuum Empowering Parents and Students Empowering administrators and educators EMI Continuum

EMI Application Model 1. Knowledge in one’s subject discipline 2. Application within one’s discipline 3. Application across multi- disciplines and respect 4. Application to real-world predictable situations 5. Application to real-world unpredictable situations

EMI Framework Knowledge 1 2 3 4 5 6 Application 1 2 3 4 5

EMI Framework 6 5 4 3 2 1 1 2 3 4 5

EMI Framework 6 5 4 3 2 A 1 1 2 3 4 5

EMI Framework 6 5 4 3 2 B A 1 1 2 3 4 5

EMI Framework 6 C 5 4 3 2 A B 1 1 2 3 4 5

EMI Framework 6 D C 5 4 3 2 A B 1 1 2 3 4 5

EMI Framework KNOWLEDGE D C A B A P P L I C A T I O N

EMI Framework 6 Obtain historical data about local school team intervention on three levels – individual school, school district and state level. Include all teachers, parents, central offices staff, community and business partners for building the process. The vision of the leader compels members of the organization to share an image or philosophy. Use the vision daily to assess whether it is being achieved daily. Use organizational management and leadership communication as part of EMI. D C 5 4 3 Leader’s vision is an essential element to empowering school community. Building a EMI model translates the vision into reality. Sanctify total commitment and participation of staff, parents, and students. The school vision is a necessary component in making the organization highly effective in promoting quality. Identify the students at risk. Locate the students who need help the most. Target the resources to the students that need the help the most. Focus our concern on improving the entire system. 2 A B 1 1 2 3 4 5

EMI Framework 6 Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. D Identification of Students At Risk Identify the students at risk Locate the students who need help the most. Target the resources to the students that need the help the most. Focus our concern on improving the entire system. C 5 4 3 Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. 2 A B 1 1 2 3 4 5

EMI Framework 6 Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Empowerment Vision - Quadrant Leader’s vision is an essential element to empowering school community. Building a EMI model translates the vision into reality. Sanctify total commitment and participation of staff, parents, and students. The school vision is a necessary component in making the organization highly effective in promoting quality. D C 5 4 3 Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 A B 1 1 2 3 4 5

EMI Framework 6 Obtain historical data about local weather to predict the chance of snow, rain, or sun during year. Test consumer products and illustrate the data graphically. Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event. Make a scale drawing of the classroom on grid paper, each group using a different scale. Organization Vision - Quadrant The vision of the leader compels members of the organization to share an image or philosophy. Use the vision daily to assess whether it is being use on a daily bases. Use organizational management and leadership communication as part of EMI. D C 5 4 3 Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 A B 1 1 2 3 4 5

EMI Framework 6 Analyze the graphs of the perimeters and areas of squares having different-length sides. Determine the largest rectangular area for a fixed perimeter. Identify coordinates for ordered pairs that satisfy an algebraic relation or function. Determine and justify the similarity or congruence for two geometric shapes. Community Involvement - Quadrant Obtain historical data about local school team intervention on all three levels – individual school, school district and state level. Include all teachers, parents, central office staff, community and business partners for building the process. D C 5 4 3 Calculate percentages of advertising in a newspaper. Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles. Determine the median and mode of real data displayed in a histogram Organize and display collected data, using appropriate tables, charts, or graphs. Express probabilities as fractions, percents, or decimals. Classify triangles according to angle size and/or length of sides. Calculate volume of simple three- dimensional shapes. Given the coordinates of a quadrilateral, plot the quadrilateral on a grid. 2 A B 1 1 2 3 4 5

Empowerment Modeling Initiative List MultiSituational Empowerment Modeling Initiative List

EMI Team EC Coordinator Title I Coordinator Parent/s Teacher/s Guardian Social Worker Counselor Home School Coordinator Community Mentor Curriculum Coordinator Dropout Prevention Coordinator School Resource Officer Mental Health Department Department of Social Services Administrator/s Juvenile Court Counselor

Selection of Strategies Based on EMI Framework: Severe Problems in the home, community, and or at school Exclusion from community activities as a result of problems. Documented lack of ability/skills in the areas of speech, gestures, etc. tied to grade level/course level.

Tools for EMI Know Subject 6 Strong Teacher 5 Extra Work 4 Rigorous Work 3 High Expectations 2 Clear Goals 1

Application - EMI Model 1. Knowledge 2. Apply within a discipline 3. Apply between disciplines 4. Apply to real-world predictable problems 5. Apply to real-world unpredictable problems

Levels EMI’s C D A B 6 5 4 3 2 1 2 3 4 5 1 Application

National Assessment of Educational Progress (NAEP)

“Act from Inspiration, not from Desperation “Act from Inspiration, not from Desperation!” The only difference in Ordinary and Extraordinary is you add Extra!!!

National Assessment of Education Progress (NAEP)

NC School Report Cards 66.3% 78.7% 47.0% 51.5% 52.6% 67.8% 63.9% 76.7% High Student Performance All White Black Hispanic Am Indian Asian/Pac- Island Multi- Racial ·   2009 - 2010 66.3% 78.7% 47.0% 51.5% 52.6% 77.3% 67.8% ·   2008 - 2009 63.9% 76.7% 43.6% 48.9% 49.2% 76.5% 65.5% ·   Percent Change 2.4% 2.0% 3.4% 2.6% 0.8% 2.3%

NC School Report Cards High Student Performance 2009 - 2010 88.5% White Black Hispanic Am Indian Asian/ Pac- Islander Multi- Racial 2009 - 2010 88.5% 67.0% 74.1% 71.7% 88.0% 83.3% 2008- 2009 81.0% 53.2% 63.6% 62.6% 74.0% Percent Change 7.5% 13.8% 10.5% 9.1% 4.7% 9.3%

EMI Guiding Principles Responsibility Relationship Observation Determination Optimism Courage Respect Compassion Adaptability Honesty Trustworthiness Consistency

The process of improving student performance goes by many different names. It has been referred to as school improvement, school reform, school reinvention, and school restructuring. No matter what it’s called, it comes down to the single goal of raising student achievement through change. Dr. Willie G. Stevens – Empowerment Modeling Initiative Phone 336-391-3421 E-mail swsteven@bellsouth.net