Wholistic Education Enterprises LLC has been approved as a North Carolina Supplementary Educational Services- SES provider for the 2012-2013 school year.
Description:
The Elementary and Secondary Education Act, Section 1116, requires that students attending schools in Title I School Improvement for the second year (failure to make Adequate Yearly Progress for three years) receive supplemental educational services (SES) paid with Title I funds. The State must maintain a list of approved SES providers from which parents may select. Potential providers must submit applications to the State for review. For the 2012-13 provider list, an external evaluation committee reviewed all submitted applications to determine that potential SES providers meet all of the required components to be recommended for approval. This year, DPI received 70 SES applications; twenty-seven have been recommended by the SES evaluation committee for approval by the SBE.
What does this meaning?
WEE, LLC will provide FREE afterschool tutoring program for grades 6-12 for Title I Middle and High Schools (Charter & Public)
Critical Thinking Enrichment (CTE) Sessions- FREE Afterschool Tutoring Services will be is available at 12 Charlotte Area Schools for the 2012- 2013 school year. Contact WEE, LLC for program details.
*Employment opportunities available for Instructors, Tutors, Program Coordinators
Marilyn D. Gee, M.S. Ed
CTE-Program Director
Wholistic Education Enterprises™ LLC
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Monday, June 18, 2012
Tuesday, April 10, 2012
Wholistic Education M-Power The Parent™ Series
How Can a Parent Help?
• HELP YOUR CHILD FIGURE OUT WHO THEY ARE. You can start this process when they are 11 or 12. Periodically review their emerging strengths and weaknesses with them and work together on any shortcomings, like difficulty in communicating well or collaborating. Also, identify the kinds of interests they keep coming back to, as these offer clues to the careers that will fit them best.
• TALK ABOUT THE FUTURE ON A REGULAR BASIS. Instead of obsessing about the need to be admitted to a good college (a grossly overrated priority), talk to them about life beyond the undergraduate years. Discuss the joys and downsides of your own career. Kids need a range of authentic role models--as opposed to members of their clique, rock idols and vaunted athletes. Have regular dinner-table discussions about people the family knows and how they got where they are. Encourage your kids to form some ideas about their own future. When asked what they want to do, they should be discouraged from saying "I have no idea." They can change their minds 200 times, but having only a foggy view of the future does not bode well for it.
• BUILD YOUR CHILDS' WORK SKILLS. Teachers are responsible for teaching kids how to learn; mothers and fathers should be responsible for teaching them how to work. Assign responsibilities around the house and make sure homework deadlines are met. Encourage teenagers to take a part-time job. Kids need plenty of practice delaying gratification and deploying effective organizational skills, such as managing time and setting priorities.
• PLACE TIME LIMITS ON LEISURE ACTIVITIES. Playing video games encourages immediate gratification. And hours of watching TV shows with canned laughter only teaches kids to process information in a passive way. At the same time, listening through earphones to the same monotonous beats for long stretches encourages kids to stay inside their bubble instead of pursuing other endeavors. All these activities can stunt the growth of important communication and thinking skills and make it difficult for kids to develop the kind of sustained concentration they will need for most jobs.
• HELP CHILDREN DEVELOP COPING STRATEGIES. They should know how to deal with setbacks, stresses and feelings of inadequacy. They should also learn how to solve problems and resolve conflicts, ways to brainstorm and think critically. Discussions at home can help kids practice doing these things and help them apply these skills to everyday life situations.
• MAKE SURE THAT CHILDHOOD IS NOT AN IMPOSSIBLE ACT TO FOLLOW. Don't overindulge kids with spectacular vacations, opulent material possessions and relentless tides of programmed activities after school and during the summers. Avoid creating hyper-inflated egos living within protected spheres that will burst in the early stages of a career when supervisors won't care how gorgeous your kids are or what "cool dudes" they've become or what great ballplayers they were in high school.
What about the son or daughter who is grown but seems to be floundering and wandering aimlessly through early adulthood? Parents still have a pivotal role to play, but now it is more delicate. It is essential for strong family ties and trust to prevail throughout this trying period. Parents have to be careful not to come across as disappointed in their child. They should exhibit strong interest and respect for whatever currently interests their fledgling adult (as naive or ill conceived as it may seem) while becoming a partner in exploring options for the future. Any career advice should be offered respectfully, and parents should never make it seem as if the young adult's quandaries have easy answers. They should certainly offer room and board and occasional gifts or grants but not bankroll their start-up adult entirely. Most of all, these new adults must feel that they are respected and supported by a family that appreciates them.
-Based on Research of Mel Levine, 2005
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Sunday, February 26, 2012
High Graduation Mentoring Services- Parent Questionnaire
HS Graduation Project Mentoring Services Parent Questionnaire
Are you the parent of a high school student in the state of North Carolina? Y/ N
Student Name_______________ HS____________________ City___________
What is the current grade level and GPA of student?
Circle one: 1.5- 1.9 2.0- 2.5 2.6-3.0 3.1- 3.5 3.6- 4.0+
Does your HS require students to complete a senior project? Y/N
If yes, will 25 hours of academic support and mentoring on the graduation project from a qualified college student be beneficial? Y/N
Does your child plan to take the SAT or ACT? Y/N
Would 25 hours of academic support and mentoring in collegiate test preparation be beneficial? Y/N
Wholistic Education Enterprises LLC is offering academic mentoring services for high school students (grades 10-12) in completing graduation projects and/ or collegiate test preparation. WEE, LLC HS Mentoring Services have (4) four Uniquely Positive (UP) aspects:
1) All mentors are college students
Undergraduates* junior/senior (3rd year student)
Graduate level
2) Twenty- five (25) hours of academic mentoring and support.
3) Flexible meeting time and location.
4) One time nominal fee for services.
Application submission- March- April 2012 Application due date: May 1, 2012
For application and additional program details contact WEE, LLC at 704-649-6828 or at WholisticEducation.MDGee@gmail.com
Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
Are you the parent of a high school student in the state of North Carolina? Y/ N
Student Name_______________ HS____________________ City___________
What is the current grade level and GPA of student?
Circle one: 1.5- 1.9 2.0- 2.5 2.6-3.0 3.1- 3.5 3.6- 4.0+
Does your HS require students to complete a senior project? Y/N
If yes, will 25 hours of academic support and mentoring on the graduation project from a qualified college student be beneficial? Y/N
Does your child plan to take the SAT or ACT? Y/N
Would 25 hours of academic support and mentoring in collegiate test preparation be beneficial? Y/N
Wholistic Education Enterprises LLC is offering academic mentoring services for high school students (grades 10-12) in completing graduation projects and/ or collegiate test preparation. WEE, LLC HS Mentoring Services have (4) four Uniquely Positive (UP) aspects:
1) All mentors are college students
Undergraduates* junior/senior (3rd year student)
Graduate level
2) Twenty- five (25) hours of academic mentoring and support.
3) Flexible meeting time and location.
4) One time nominal fee for services.
Application submission- March- April 2012 Application due date: May 1, 2012
For application and additional program details contact WEE, LLC at 704-649-6828 or at WholisticEducation.MDGee@gmail.com
Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
Wednesday, February 8, 2012
Spring Break NC HBCU College Tour
Greetings All
I trust that all is well with you. I hope that you are experiencing much positivity in this new year. I wanted you let you know that March is the 1 year anniversary of my company Wholistic Education Enterprises, LLC. We are very excited about this milestone and I wanted to share an upcoming program that was designed with you in mind.
The Wholistic Education (WE) Odyssey- North Carolina HBCU Tour will be held during the week of CMS’s spring break. It is a 4 day/ 3 night sojourn to eight historically black colleges and universities. The tour is designed for high school students (grades 9-12), their parents, and educators. The program fee is $250 per person. There are special rates for parent/student & sibling travel.
If you are interested in attending or know anyone who is please contact me via email: WholisticEducation.MDGee@gmail.com or phone at 704-649-6828.
I hope that you are able to take advantage of this event. It will be a wonderful opportunity for students, parents, and educators. Make room on your calendar and you will not regret it.
I look forward to hearing from you.
M.D.Gee
Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
I trust that all is well with you. I hope that you are experiencing much positivity in this new year. I wanted you let you know that March is the 1 year anniversary of my company Wholistic Education Enterprises, LLC. We are very excited about this milestone and I wanted to share an upcoming program that was designed with you in mind.
The Wholistic Education (WE) Odyssey- North Carolina HBCU Tour will be held during the week of CMS’s spring break. It is a 4 day/ 3 night sojourn to eight historically black colleges and universities. The tour is designed for high school students (grades 9-12), their parents, and educators. The program fee is $250 per person. There are special rates for parent/student & sibling travel.
If you are interested in attending or know anyone who is please contact me via email: WholisticEducation.MDGee@gmail.com or phone at 704-649-6828.
I hope that you are able to take advantage of this event. It will be a wonderful opportunity for students, parents, and educators. Make room on your calendar and you will not regret it.
I look forward to hearing from you.
M.D.Gee
Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
Thursday, December 8, 2011
A Vision of Social Justice in Education
At the risk of sounding like a broken record or being accused of having ‘tunnel vision’, I emphatically believe that the explicit and implicit instruction of critical thinking skills across all domains of learning is the head cornerstone essential to rebuilding equity in education.
In support of this philosophy I have designed a ten (10) year initiative aimed at using the practical application of critical thinking skills to address and correct the gaps in achievement which exist and persist in our public schools and are at crises levels for African American students. The initiative is the Wholistic Education- Critical Thinking Initiative 2021 (WE- CTI 2021). The vision of the WE- CTI 2021 is to use the triad of curriculum, instruction, and assessment to engage educators, learners, and parents toward closing the academic achievement gap from the inside out, by building a bridge.
The Critical Thinking Initiative is completely learner- centered; but the undeniable truth is that students need the support of their family and community to reach their full potential. Based on this understanding, the programs associated with The Critical Thinking Initiative were designed to serve the student, their parents and/ or guardian, and the educators who teach them. Teachers who teach students to know, to care, and to act hold themselves to the same standards they expect of their students. These teachers can begin to speak genuinely about how to act with individual and collective responsibility and to address issues of difference so that they create celebration rather than division (Kelly, 1999).
Dr Nieto (2008) discusses the seven characteristics (anti-racist, basic education, for all children, pervasive, outreach to family, social justice, and critical pedagogy) of multicultural education. I am in complete agreement with this assertion. I go even further to suggest that multicultural education is embedded in what I call Wholistic Education™. The goals and expected outcome of Wholistic Education [The Gee WE Theory] is to produce a thinker with the ability to recognize all aspects of self as being healthy, positive, and relevant, to cultivate a conscientious life long learner who is cognizant of the connections that center on change, and to establish a foundation to be nurtured and sustained in order to serve as the building blocks for transformative engagement in every domain of learning (Gee, 2009).
The case study at Findlay High School in Ohio provided provocative insight and important research findings related to the inequity of access to critical thinking skills for students who are tracked into non college prep courses. Zohar & Dori (2003) addressed the notion of the mutual exclusivity of higher order thinking skills and low achieving student. Their findings illuminated the trend that excludes exposure to instruction of critical thinking to students who are not enrolled in higher level i.e. Honors or AP courses. This practice ensures that the vast majority of the school, particularly minority and disadvantaged student, will not receive instruction in critical thinking skills (Marin & Halpern, 2011).
I propose to build on the results from the Findlay scenario and the research supporting the need for critical thinking skills i.e. higher order thinking for the maximal development of the learner, while simultaneously supporting those key individuals (parents and educators) who have the greatest impact on student success.
The Wholistic Education (WE) Theory is a direct response to the imperative question:
What cognitive skills and dispositions do good critical thinkers seem to demonstrate habitually which poor critical thinkers seem not to possess?
There are 8 Essential Facts of The Wholistic Education (WE) Theory [The Gee WE Theory]:
1. Critical Thinking, Problem Solving, and Decision Making are the three core building block (3CB’s) of Wholistic Education. They do not always occur in precise order. They are action oriented engagement.
2. The Effort- Achievement Dynamic (EAD) is a Wholistic Education to explicitly teach and exemplify the connection between effort and achievement (Marzano, R., 2001).
3. Wholistic Education recognizes the concept negativity as the absence of positivity. WE addresses the problem of negativity by infusing and saturating the problem with positive proactive solutions.
4. WE values Self- Directed Learning and its 3 Key Principles: self- management, self- monitoring, and self- modification.
5. Wholistic Education values questions more than correct or incorrect answers. WE requires one to be an insatiable questioner.
6. Wholistic Education is authentically learner- centered. WE ALWAYS begins with Sphere 1- Self which ALWAYS begins the learner’s self- designated frame of reference known as Identity Frames (IF’s).
7. Wholistic Education is authentically collaborative. All three spheres (self, community, and world) are inextricably intertwined.
8. Wholistic Education values SILENCE, REFLECTION, and TIME TO THINK (TTT).
References
Gee, Marilyn (2009). An educator’s mission statement. Walden University (MSED paper)
Kelly, K. (1999, April).With new eyes. Classroom Leadership. Retrieved November 15, 2011,
from http://pdoline.ascd.org/pd_online/embracing/199904cl_kelly.html
Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents:
Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1-13.
doi:10.1016/j.tsc.2010.08.002
Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural
education. Boston, Massachusetts: Pearson Education.
Zohar, A., & Dori, Y. (2003). Higher order thinking skills and low achieving students: Are they
mutually exclusive? Journal of Learning Sciences, 12(2), 145-182
Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
In support of this philosophy I have designed a ten (10) year initiative aimed at using the practical application of critical thinking skills to address and correct the gaps in achievement which exist and persist in our public schools and are at crises levels for African American students. The initiative is the Wholistic Education- Critical Thinking Initiative 2021 (WE- CTI 2021). The vision of the WE- CTI 2021 is to use the triad of curriculum, instruction, and assessment to engage educators, learners, and parents toward closing the academic achievement gap from the inside out, by building a bridge.
The Critical Thinking Initiative is completely learner- centered; but the undeniable truth is that students need the support of their family and community to reach their full potential. Based on this understanding, the programs associated with The Critical Thinking Initiative were designed to serve the student, their parents and/ or guardian, and the educators who teach them. Teachers who teach students to know, to care, and to act hold themselves to the same standards they expect of their students. These teachers can begin to speak genuinely about how to act with individual and collective responsibility and to address issues of difference so that they create celebration rather than division (Kelly, 1999).
Dr Nieto (2008) discusses the seven characteristics (anti-racist, basic education, for all children, pervasive, outreach to family, social justice, and critical pedagogy) of multicultural education. I am in complete agreement with this assertion. I go even further to suggest that multicultural education is embedded in what I call Wholistic Education™. The goals and expected outcome of Wholistic Education [The Gee WE Theory] is to produce a thinker with the ability to recognize all aspects of self as being healthy, positive, and relevant, to cultivate a conscientious life long learner who is cognizant of the connections that center on change, and to establish a foundation to be nurtured and sustained in order to serve as the building blocks for transformative engagement in every domain of learning (Gee, 2009).
The case study at Findlay High School in Ohio provided provocative insight and important research findings related to the inequity of access to critical thinking skills for students who are tracked into non college prep courses. Zohar & Dori (2003) addressed the notion of the mutual exclusivity of higher order thinking skills and low achieving student. Their findings illuminated the trend that excludes exposure to instruction of critical thinking to students who are not enrolled in higher level i.e. Honors or AP courses. This practice ensures that the vast majority of the school, particularly minority and disadvantaged student, will not receive instruction in critical thinking skills (Marin & Halpern, 2011).
I propose to build on the results from the Findlay scenario and the research supporting the need for critical thinking skills i.e. higher order thinking for the maximal development of the learner, while simultaneously supporting those key individuals (parents and educators) who have the greatest impact on student success.
The Wholistic Education (WE) Theory is a direct response to the imperative question:
What cognitive skills and dispositions do good critical thinkers seem to demonstrate habitually which poor critical thinkers seem not to possess?
There are 8 Essential Facts of The Wholistic Education (WE) Theory [The Gee WE Theory]:
1. Critical Thinking, Problem Solving, and Decision Making are the three core building block (3CB’s) of Wholistic Education. They do not always occur in precise order. They are action oriented engagement.
2. The Effort- Achievement Dynamic (EAD) is a Wholistic Education to explicitly teach and exemplify the connection between effort and achievement (Marzano, R., 2001).
3. Wholistic Education recognizes the concept negativity as the absence of positivity. WE addresses the problem of negativity by infusing and saturating the problem with positive proactive solutions.
4. WE values Self- Directed Learning and its 3 Key Principles: self- management, self- monitoring, and self- modification.
5. Wholistic Education values questions more than correct or incorrect answers. WE requires one to be an insatiable questioner.
6. Wholistic Education is authentically learner- centered. WE ALWAYS begins with Sphere 1- Self which ALWAYS begins the learner’s self- designated frame of reference known as Identity Frames (IF’s).
7. Wholistic Education is authentically collaborative. All three spheres (self, community, and world) are inextricably intertwined.
8. Wholistic Education values SILENCE, REFLECTION, and TIME TO THINK (TTT).
References
Gee, Marilyn (2009). An educator’s mission statement. Walden University (MSED paper)
Kelly, K. (1999, April).With new eyes. Classroom Leadership. Retrieved November 15, 2011,
from http://pdoline.ascd.org/pd_online/embracing/199904cl_kelly.html
Marin, L. M., & Halpern, D. F. (2011). Pedagogy for developing critical thinking in adolescents:
Explicit instruction produces greatest gains. Thinking Skills and Creativity, 6(1), 1-13.
doi:10.1016/j.tsc.2010.08.002
Nieto, S., & Bode, P. (2008). Affirming diversity: The sociopolitical context of multicultural
education. Boston, Massachusetts: Pearson Education.
Zohar, A., & Dori, Y. (2003). Higher order thinking skills and low achieving students: Are they
mutually exclusive? Journal of Learning Sciences, 12(2), 145-182
Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
Wholistic Education Odyssey™: A State by State Southern Sojourn to HBCUs
North Carolina 2012 Spring Break Sojourn
Monday, April 02- Thursday, April 05
WHAT: Tour and visit HBCUs in North Carolina.
WHO: 1st and 2nd generation college students (grades 8-12), their parents, and educators. 45 students/ 10 adult chaperones
WHEN: CMS Spring Break- 4/02/12 (Monday)- 4/05/12 (Thursday)
WHERE: North Carolina Historically Black Colleges and Universities in Charlotte, Salisbury, Winston- Salem, Greensboro, Raleigh/ Durham, Fayetteville. * Tour begins and ends in Charlotte, NC
WHY: Examine higher education & explore the HBCU experience.
Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
Monday, April 02- Thursday, April 05
WHAT: Tour and visit HBCUs in North Carolina.
WHO: 1st and 2nd generation college students (grades 8-12), their parents, and educators. 45 students/ 10 adult chaperones
WHEN: CMS Spring Break- 4/02/12 (Monday)- 4/05/12 (Thursday)
WHERE: North Carolina Historically Black Colleges and Universities in Charlotte, Salisbury, Winston- Salem, Greensboro, Raleigh/ Durham, Fayetteville. * Tour begins and ends in Charlotte, NC
WHY: Examine higher education & explore the HBCU experience.
Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
Monday, November 28, 2011
6 - TIERED MODEL for Transformative Engagment
The tiered model is presented as a linear hierarchical model, this is not to suggest that one level is more or less important or relevant than another it is merely a means of presenting the transformative model. The concept of collaboration is an integral component to the model. The inclusion and actualization of collaborative practices between and among each level is a necessary condition for transformation
Tier 1- District Level
Superintendents, Central Office Staff, School Board Members
FOCUS:
1) The capacity to establish and maintain focus on the future.
2) The capacity to maintain direction once a clear focus has been established.
3) The capacity to act strategically by reallocating existing resources, seizing opportunities, and creating a new future.
Tier 2- School Level
Principals, Administrators, Educational Leaders,
FOCUS:
1) Develop a common language and vision of critical thinking skills across every domain of learning.
2) Plan of Action to Close Achievement Gap
Tier 3- Classroom Level
Teacher-Leaders, Educational Support Staff,* those
directly involved in classroom instruction and learning
FOCUS:
1) The Wholistic Education™ Curriculum, Instruction, and Assessment Model
Tier 4- Learner Level
The student/ learner
FOCUS:
1) Six (6) Assumptions for creating a learner centered classroom-Marzano’s Model
Tier 5- Home/Family Level
Home Level-Parents, guardians, siblings, extended family
Tier 6- Community Level
Civic and business leaders, non-profit orgs, interested stakeholders, nationally & globally
The driving principle at the core of each level is the explicit and implicit actualization of critical thinking skills and the use of a common language by which to define and articulate a framework for thinking.
Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
Tier 1- District Level
Superintendents, Central Office Staff, School Board Members
FOCUS:
1) The capacity to establish and maintain focus on the future.
2) The capacity to maintain direction once a clear focus has been established.
3) The capacity to act strategically by reallocating existing resources, seizing opportunities, and creating a new future.
Tier 2- School Level
Principals, Administrators, Educational Leaders,
FOCUS:
1) Develop a common language and vision of critical thinking skills across every domain of learning.
2) Plan of Action to Close Achievement Gap
Tier 3- Classroom Level
Teacher-Leaders, Educational Support Staff,* those
directly involved in classroom instruction and learning
FOCUS:
1) The Wholistic Education™ Curriculum, Instruction, and Assessment Model
Tier 4- Learner Level
The student/ learner
FOCUS:
1) Six (6) Assumptions for creating a learner centered classroom-Marzano’s Model
Tier 5- Home/Family Level
Home Level-Parents, guardians, siblings, extended family
Tier 6- Community Level
Civic and business leaders, non-profit orgs, interested stakeholders, nationally & globally
The driving principle at the core of each level is the explicit and implicit actualization of critical thinking skills and the use of a common language by which to define and articulate a framework for thinking.
Join us on https://www.facebook.com/WholisticEducationEnterprisesLLC
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