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.

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Wholistic Education Odyssey™

A State by State Southern Sojourn to HBCUs

The WE- HBCU Odyssey is listed as part of the Odyssey(s) in the Wholistic Education Sankofa Scholars Series Titles. The African Adinkra symbol speaks to the concept of “returning (to the past) to get it”, that is the remembering the past to go forward. The transition from high school to college is as close to a traditional rites of passage as we have managed to maintain. To that end, or rather to that continuation, our Historically Black Colleges and Universities seem the most logical place to sojourn on our odyssey.

Target Audience: 1^st and 2^nd generation college students (grades 9-12), their parents, and educators.

The WE Odyssey^™  has a three -fold target focus. The Odyssey is a student- centered program; 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 Odyssey was designed to serve the student, their parents and/ or guardian, and the educators who teach them. Wholistic Education^™  uses this model as the framework to ensure the maximal development of the student, while simultaneously supporting those key individuals (parents and educators) who have the greatest impact on student success.

2012 Spring Break 8- DAY SOJOURN   
                                                                                         
Multiple States & Historical Washington DC Tour

                                                                        
Saturday, March 31- Saturday, April7

Hampton U                Norfolk State U          Virginia State U      
Virginia Union U      Bowie State              Coppin State             
Morgan State   U of MD- Eastern Shore        

Howard U & Historical Washington DC TOUR

Contact WEE, LLC for more program information.

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THE SANKOFA BUTTERFLY PROJECT

                    

A Wholistic Education -Critical Thinking  Initiative 2021 Program

The Sankofa Butterfly Project is one of many programs promoting the Wholistic Education Critical Thinking Initiative 2021. The Sankofa Butterfly Project (SBP) is targeted toward African American female students grades 7-12+, their families and communities, and those who have been impacted by the U.S. national achievement gap affecting our nation’s school system.

The disparity between various demographic groups of students is commonly referred to as the “achievement gap.” In actuality, a number of different gaps exist that result in this phenomenon of low achievement. These include an opportunity gap, resource gap, readiness-to-learn gap, and a preparation gap of teachers constituting an overall education gap.

The Sankofa Butterfly Project actualizes the three (3) goals and expected outcomes of Wholistic Education^™ in such a way as to affect positive change towards closing the achievement gap. The SBP seeks to educate and empower women and girls to become contributing members of a global citizenship in a world community. The SBP is a part of the Wholistic Education Critical Thinking Initiative. This 10 (ten) year initiative is aimed at applying critical thinking skills to address and correct the achievement gaps which exist and persist in our nation’s schools and are at crises level among African American students.

All courses offered in the Wholistic Education Critical Thinking Initiative 2021 are aligned with the current North Carolina Standard Course of Study (NCSCOS) and the Common Core State [ Reading Standard for Literacy in History/ Social Studies 6-12] and NC Essential Standards adopted on June 2, 2010 and scheduled to take effect in the 2012-2013 School Year. http://www.ncpublicschools.org/acre/standards/new-standards/

The Sankofa Butterfly Project is an academically rigorous 6 (six) week program. The SBP meets after-school 3 (three) times a week [M/W/F] for 2 (two) hours and for 3 (three) hours on Saturday [10am- 1pm]. Attendance is to all sessions is MANDATORY. Parents and participants must sign a 100% Perfect Attendance Commitment Contract prior to participation.  The sessions of  the SBP  will accept 8 (eight) students into the  program. Admission Requirements: African American female grades 10-12; C average students. Must be recommended by student’s high school counselor, teacher, or other qualified adult.

The six- week program includes Monday, Wednesday, Friday, and Saturday dates are as follows:

*Each week is a total of 9.0 instructional hours/ a total of 54.0 additional instructional hours are covered in the entire six weeks of the Sankofa Butterfly Project.

 

2012 Spring Session I Dates                                          2012 Spring Session II Dates

Week 1: Feb. 6 - Feb. 11                                                   Week 1: Apr. 16- Apr. 21

Week 2: Feb. 13 - Feb. 25*                                               Week 2: Apr. 23- Apr. 28

Week 3: Feb. 27 – Mar. 3                                                 Week 3: Apr. 30- May 5

Week 4: Mar. 5 – Mar. 10                                                 Week 4: May 7- May 12

Week 5: Mar. 12 – Mar. 17                                               Week 5: May 14- May 19

Week 6: Mar. 19 – Mar. 24                                               Week 6: May 21- May 26

The due dates for applications are: Session I- Friday, January 27,2012 & Session II – Monday, April 9, 2012. The Sankofa Butterfly Project will only admit 8 (eight) students per session (no exception). So early registration is highly encouraged. Accepted participants will be notified via email and by phone. An official letter of acceptance will be mailed to the address in file. The Sankofa Butterfly Project will have additional programs in the Summer 2012 school year.                                                                                               Participants who are not initially selected are encouraged to re-apply.

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Teaching Effort

The WE Effort- Achievement Dynamic (EAD) is a Wholistic Education^™ principle which seeks to explicitly and implicitly teach and exemplify the connection between effort and achievement.

Research and Theory on Reinforcing Effort tells us,

1. Not all students realize the importance of believing in effort.

2. Students can learn to change their belief to include an emphasis on effort.

Students might not be aware of the importance of believing in effort, but they can be taught. A remedy for this is for educators (especially classroom teachers) to make sure that explicitly teach and exemplify the connection between effort and achievement.

“Students who were taught about the relationship between effort and achievement increased their achievement more than students who were taught techniques for time management and comprehension of new material” (Van Overwalle & DeMetsenaere,1990 ).

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Wholistic Education- Trending Genius™ Sessions

Trending is to have a general tendency, as events, conditions, etc. or to tend to take a particular direction; extend in some direction indicated.

And

Genius is defined as an exceptional natural capacity of intellect, especially as shown in creative and original work in science, art, music, etc.:

These sessions are designed for parents and learners to work together to generate solutions to the current problem of the academic achievement and its impact on African American students.

The Wholistic Education- Trending Genius Sessions (WE-TGS) is an ongoing series of interactive solution oriented workshops, lectures, discussions, presentations and symposiums with the focus on examining the concepts of  critical thinking in every domain of learning as a solution to closing the achievement gap for all student, with particular focus on African American students and their parents and guardians.

 Parent/ Guardian Session topics include: The 4 Approaches to Parental Impact on Student Achievement, Parental Role in Plan to Close Academic Achievement Gap, A Framework for Six Types of Parental Involvement, Volunteering Redefined, Parent Advocacy, Learning at Home

Student/ Learner Session topics include: Self- Odyssey: A Journey to Global Citizen, Wholistic Education Curriculum Model, Critical Thinking Series:

 Small Group Classes (15 students max) 

‚ Gender Specific- separate classes for boys and girls

ƒ Test- Taking Strategies (PSAT, AP, EOC, EOG, etc.)

 Parent & Student Session topics include:

Wholistic Education: Beyond The Magic Triangle^™ , Wholistic Education Curriculum Model^™, Trending Genius^™ Relevant Content, Socratic Seminar^™      

Contact WEE, LLC for more information on available programs.

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Wholistic Education Enterprises LLC Programs

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Wholistic Education (WE) Odyssey(s)™

WE Odyssey: A Journey to Global Citizenship™ consists of three parts which are interrelated and build upon each other. The Self- Odyssey project seeks to allow the learner to acquire new content and skills by designing, planning, and producing a performance or a product.

Wholistic Education Odyssey - A State by State Southern Sojourn to HBCUs ™ Historically Black Colleges and Universities [HBCUs] from an historical perspective, why were they necessary? Were they necessary? For who were they originally intended? Were different universities established for different reasons? What reasons? Were the intended goals met? Are HBCUs still necessary? Use the “Logic Wheel” to reason through the logic of having HBCUs from an historical and present day point of view.
We will use the framework of Wholistic Education™ to analyze the logic of HBCUs; using the elements of reasoning to generate essential questions we plan to address, document, and share. The WE Odyssey™ has a three -fold focus on Educational Leadership. The Odyssey is a student- centered program; 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 Odyssey was designed to serve the student, their parents and/ or guardian, and the educators who teach them. WE uses this model as the framework to ensure the maximal development of the learner, while simultaneously supporting those key individuals (parents and educators) who have the greatest impact on student success.

Contact WEE, LLC for more information on available programs.

 The WE Odyssey-Journey to Self ™ is meant to serve as an odyssey in the sense that it is a “long series of wanderings or adventures especially when filled with notable experiences”. This “long eventful journey” may serve as an introduction or a continuation of the examin...ation of the concepts of focus. It is by no means meant to serve as a linear journey which can be completed by achieving some level (either real or imagined) of mastery. This initial stage of self- exploration delivered in 8 Steps and is based in Wholistic Education as a model of transformative engagement.

Wholistic Education™ Curriculum, Instruction & Assessment (CIA) Model-

I.   WE- CIA Five Critical Attributes

1. Intellectually Engaging

2. Highly varied

3. Requires active engagement

4. Collaborative

5. Personally Meaningful

II.    WE-CIA uses a Multi-genre Thematic Approach to Teaching and Learning

III.  WE-CIA applies (2) Core Classroom Components (CCC) the key distinguishing model factors i.e. classroom norms.

1. Established Routines (ER)- daily format

·         Pre- Opening

·         Opening

·         Arouse Curiosity

·         Intellectually Engaging Interactions (IEI)

·         Art of Body Movement (ABOMO)

·         Closing

2. Daily Protocol (DP)- weekly format

            DAY 1: Monday(s) Focus- Purpose and Questions

            DAY 2: Tuesday(s) Focus- Information and Point of View (POV)

            DAY 3: Wednesday(s) Focus- Concepts and Assumptions

            DAY 4: Thursday(s) Focus- Implications and Consequences

            DAY 5: Friday(s) Focus- Interpretations and Inferences

VI.  WE- CIA follows a Weekly CIA Map which provides both structure and flexibility.

© 2011 M.D. Gee               All Rights Reserved Wholistic Education^™

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Wholistic Education Enterprises LLC 6- Tiered Model for Transformative Engagement

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