SlideShare a Scribd company logo
1 of 13
Download to read offline
Balance-Driven Schools:
How to Engage All Students in Project-Based, Higher Level Learning Programs
A Framework for Developing Student-Centered, Project-Based Schools
through Engagement and Research
Dr. Donald A. James,
Executive Director for the Center for Integrated Training and Education (CITE)
Retired Public School Educator
Engagement:
Community Expectations
Student Interests
and Aspirations
Staff Interests and Strengths
Research:
• Scholarly, Peer-Reviewed
Research
• Professional Sources
• Action Research
School Design:
• Developing Balanced, Student-Centered Schools
Focused on Access, Opportunity, and:
• Healthy and Safe Students
• Academic Success
Agenda
Start with WHY!
organization. A simple
What
Ostensibly, schools know what
they do or, at least, what they are
trying to do, and that is
teach/foster student learning/etc.
How
Schools know HOW they do it.
This includes their curriculum,
instructional practices,
assessment, SEL, and more.
Why
What is important is identifying
WHY your school does what it
does.
WHY is not about implementing a
new program. That is a result.
WHY is about a purpose, a cause,
or a belief. The very reason your
school exists.
principle behind
Low Wealth
High ENL
Low Wealth
Low Performance
Low Wealth
High ENL
High Poverty Rate
High Crime
Through
Engagement:
Identify Areas for
Review
Collect Data Analyze Data Draw Conclusions Recommendations Communicate
A Methodology for Creating Balanced Schools
Engagement Objective:
• Establish and continue the
maintenance of quality relationships
with as many people associated with
the District and community as possible
to determine expectations, interests,
and aspirations for the growth of their
schools.
A Methodology for Creating Balanced Schools: In Action
• Supporting our Primary School
Learners
• Balanced Elementary School
Homework: Quality over Quantity
• Development of Project-Based Courses
at the MS level
• Developmentally-appropriate,
Project-Based, College-Level Learning
in a HS
Through
Engagement:
Identify
Areas for
Review
• Student Interest Data
• Staff, Student, Parent, and Community
Input
• Current Educational Trends and Research
Collect Data
• Look for:
• Themes
• Trends
• Generalizations
Analyze Data
A Methodology for Creating Balanced Schools: In Action
• Students want to learn more about positive attitudes, skills, and
habits
• Students want to go to college
• The parents/community want opportunities for students to earn
“college credit”
• Students have a diverse set of interests
Draw Conclusions
• Develop an SEL type program that incorporates movement, arts and
academics
• Implement developmentally-appropriate revisions to homework
guidelines
• Project-based learning to meet the needs of all students
• Increase project-based ‘college-level’ course offerings
Recommendations
and Implementation
• Monitor – student performance, student participation, student
interest; we gather teacher input and actively involve parents
• Evaluate – determine program efficacy based on multiple measures
• Communicate – State-of-the-District Reports, executive summaries,
district website, district newsletters, etc.
Monitor, Evaluate,
and Communicate
Programs as the Result of Engagement
The Elementary
School
“Foundation for
Success”
Middle School
MYP and
Project-Based
Learning
(Enrichment)
Grades 9 & 10
Prepare to
“try-on”
College-Level
Learning
Grades 11 & 12
“Try-on” College
Level Learning
Prepared to go
and to stay in
college.
Movement, recreation, and play that links sensory-motor, cognitive, and social-emotional experiences provide an ideal
setting for brain development (Montessori).
The National Association for the Education of Young Children (2009) named play as a central component in
developmentally appropriate education.
https://www.youtube.com/watch?v=dHIy61nQ3ak
Programs as the Result of Engagement
The Elementary
School
“Foundation for
Success”
Middle School
Project-Based
Learning
Grades 9 & 10
Prepare to
“try-on”
College-Level
Learning
Grades 11 & 12
“Try-on” College
Level Learning
Prepared to go
and to stay in
college.
Students learning through PBL retain content longer and have a deeper understanding of what they are learning
(Penuel & Means, 2000; Stepien, Gallagher & Workman, 1993).
In specific content areas, PBL has been shown to be more effective than traditional methods for teaching math,
economics, language, science, and other disciplines (Beckett & Miller, 2006; Boaler, 2002; Finkelstein et al., 2010; Greier et
al., 2008; Mergendoller, Maxwell, & Bellisimo, 2006).
We are all close to birds!
Apply for Mini-grants
Learn all about urban birds
Discover a bird loving community
Contribute your bird data observations
National Geographic
Citizen Science Projects
https://education.nationalgeo
graphic.org/resource/citizen-s
cience-projects
Programs as the Result of Engagement
The Elementary
School
“Foundation for
Success”
Middle School
MYP and
Project-Based
Learning
(Enrichment)
Grades 9 & 10
Prepare to
“try-on”
College-Level
Learning
Grades 11 & 12
“Try-on” College
Level Learning
Prepared to go
and to stay in
college.
The National Association of College Admission Counseling shows that colleges and universities are
more interested in the rigor of the curriculum students have experienced. The top two admission facts
were grades in college prep courses and the strength of the curriculum (Guskey, 2014).
Healthy and Safe Students
The Why is to prepare every student for whatever they
want to achieve at their next level of learning. This can
be done through the development, maintenance, and
enhancement of a well-balanced, educational program
that supports healthy and safe students.

More Related Content

Similar to Balance Driven Schools

The Power of the School – Community – University Partnership
The Power of the School – Community – University PartnershipThe Power of the School – Community – University Partnership
The Power of the School – Community – University PartnershipMarion H. Martinez
 
Vision School Final Project
Vision School Final ProjectVision School Final Project
Vision School Final Projectholdenh
 
Wsu District Capacity Of Well Crafted District Wide System Of Support
Wsu District Capacity Of Well Crafted District Wide System Of SupportWsu District Capacity Of Well Crafted District Wide System Of Support
Wsu District Capacity Of Well Crafted District Wide System Of SupportWSU Cougars
 
Learning and development
Learning and developmentLearning and development
Learning and developmentPippa Totraku
 
The Power of the School – Community – University Partnership
The Power of the School – Community – University PartnershipThe Power of the School – Community – University Partnership
The Power of the School – Community – University PartnershipMarion H. Martinez
 
Wsu Ppt Building District Data Capacity
Wsu Ppt Building District Data CapacityWsu Ppt Building District Data Capacity
Wsu Ppt Building District Data CapacityGlenn E. Malone, EdD
 
Admin Retreat Draft 1
Admin Retreat Draft 1Admin Retreat Draft 1
Admin Retreat Draft 1coryzibell
 
UHI Millennium Institute, HoTLS, Experiential Education Presentation, 2008
UHI Millennium Institute, HoTLS, Experiential Education Presentation, 2008UHI Millennium Institute, HoTLS, Experiential Education Presentation, 2008
UHI Millennium Institute, HoTLS, Experiential Education Presentation, 2008Rob Macpherson
 
Brouillet State of the School 2010-2011
Brouillet State of the School 2010-2011Brouillet State of the School 2010-2011
Brouillet State of the School 2010-2011Nick Hedman
 
Designing meaningful learning environments with service-learning
Designing meaningful learning environments with service-learningDesigning meaningful learning environments with service-learning
Designing meaningful learning environments with service-learningSt. John's University
 
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29Valley View CUSD #365U
 
Building Blocks for Including and Teaching Young Children with Disabilities
Building Blocks for Including and Teaching Young Children with DisabilitiesBuilding Blocks for Including and Teaching Young Children with Disabilities
Building Blocks for Including and Teaching Young Children with DisabilitiesBrookes Publishing
 
Building Performance and Global Excellence in Independent and International S...
Building Performance and Global Excellence in Independent and International S...Building Performance and Global Excellence in Independent and International S...
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
 
Best practices in education
Best practices in educationBest practices in education
Best practices in educationmmmejia2011
 
Building a Gifted Program: Brick by Brick
Building a Gifted Program: Brick by BrickBuilding a Gifted Program: Brick by Brick
Building a Gifted Program: Brick by BrickKris Happe, M.Ed
 

Similar to Balance Driven Schools (20)

Success Defined: UC David MIND Institute
Success Defined: UC David MIND InstituteSuccess Defined: UC David MIND Institute
Success Defined: UC David MIND Institute
 
The Power of the School – Community – University Partnership
The Power of the School – Community – University PartnershipThe Power of the School – Community – University Partnership
The Power of the School – Community – University Partnership
 
Praino
PrainoPraino
Praino
 
Vision School Final Project
Vision School Final ProjectVision School Final Project
Vision School Final Project
 
Sx sw
Sx swSx sw
Sx sw
 
Wsu District Capacity Of Well Crafted District Wide System Of Support
Wsu District Capacity Of Well Crafted District Wide System Of SupportWsu District Capacity Of Well Crafted District Wide System Of Support
Wsu District Capacity Of Well Crafted District Wide System Of Support
 
Learning and development
Learning and developmentLearning and development
Learning and development
 
A questions of fundamentals
A questions of fundamentalsA questions of fundamentals
A questions of fundamentals
 
The Power of the School – Community – University Partnership
The Power of the School – Community – University PartnershipThe Power of the School – Community – University Partnership
The Power of the School – Community – University Partnership
 
Wsu Ppt Building District Data Capacity
Wsu Ppt Building District Data CapacityWsu Ppt Building District Data Capacity
Wsu Ppt Building District Data Capacity
 
Admin Retreat Draft 1
Admin Retreat Draft 1Admin Retreat Draft 1
Admin Retreat Draft 1
 
UHI Millennium Institute, HoTLS, Experiential Education Presentation, 2008
UHI Millennium Institute, HoTLS, Experiential Education Presentation, 2008UHI Millennium Institute, HoTLS, Experiential Education Presentation, 2008
UHI Millennium Institute, HoTLS, Experiential Education Presentation, 2008
 
Brouillet State of the School 2010-2011
Brouillet State of the School 2010-2011Brouillet State of the School 2010-2011
Brouillet State of the School 2010-2011
 
Designing meaningful learning environments with service-learning
Designing meaningful learning environments with service-learningDesigning meaningful learning environments with service-learning
Designing meaningful learning environments with service-learning
 
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
Vvsd ccss commmunity forum presentation oct. 2013 %28 final%29
 
Building Blocks for Including and Teaching Young Children with Disabilities
Building Blocks for Including and Teaching Young Children with DisabilitiesBuilding Blocks for Including and Teaching Young Children with Disabilities
Building Blocks for Including and Teaching Young Children with Disabilities
 
Building Performance and Global Excellence in Independent and International S...
Building Performance and Global Excellence in Independent and International S...Building Performance and Global Excellence in Independent and International S...
Building Performance and Global Excellence in Independent and International S...
 
Best practices in education
Best practices in educationBest practices in education
Best practices in education
 
Building a Gifted Program: Brick by Brick
Building a Gifted Program: Brick by BrickBuilding a Gifted Program: Brick by Brick
Building a Gifted Program: Brick by Brick
 
Fis Curriculum
Fis CurriculumFis Curriculum
Fis Curriculum
 

More from Center for Integrated Training & Education

More from Center for Integrated Training & Education (13)

Collective Bargaining and Understanding a Teacher Contract(16793704.1).pptx
Collective Bargaining and Understanding a Teacher Contract(16793704.1).pptxCollective Bargaining and Understanding a Teacher Contract(16793704.1).pptx
Collective Bargaining and Understanding a Teacher Contract(16793704.1).pptx
 
Balance-Driven Schools
Balance-Driven SchoolsBalance-Driven Schools
Balance-Driven Schools
 
Financial Aid for CITE and CMSV Students
Financial Aid for CITE and CMSV StudentsFinancial Aid for CITE and CMSV Students
Financial Aid for CITE and CMSV Students
 
CITE / CMSV - Financial aid power point
CITE / CMSV - Financial aid power pointCITE / CMSV - Financial aid power point
CITE / CMSV - Financial aid power point
 
CITE / MSV Financial Aid Fall 2020
CITE / MSV Financial Aid Fall 2020CITE / MSV Financial Aid Fall 2020
CITE / MSV Financial Aid Fall 2020
 
The impact of teachers' perception on student discipline
The impact of teachers' perception on student disciplineThe impact of teachers' perception on student discipline
The impact of teachers' perception on student discipline
 
Alfred University Downstate Master's in School Counseling
Alfred University Downstate Master's in School CounselingAlfred University Downstate Master's in School Counseling
Alfred University Downstate Master's in School Counseling
 
Adult ed open house Concordia College of NY
Adult ed open house Concordia College of NYAdult ed open house Concordia College of NY
Adult ed open house Concordia College of NY
 
Student-Led Conferences, Professional Development for Teachers
Student-Led Conferences, Professional Development for TeachersStudent-Led Conferences, Professional Development for Teachers
Student-Led Conferences, Professional Development for Teachers
 
School Building Leader Certification
School Building Leader Certification School Building Leader Certification
School Building Leader Certification
 
Criminal Justice Studies at BMCC
Criminal Justice Studies at BMCCCriminal Justice Studies at BMCC
Criminal Justice Studies at BMCC
 
Writing seminar slides ALST Test Prep
Writing seminar slides ALST Test PrepWriting seminar slides ALST Test Prep
Writing seminar slides ALST Test Prep
 
School Counseling Weekend Program in NYC
School Counseling Weekend Program in NYCSchool Counseling Weekend Program in NYC
School Counseling Weekend Program in NYC
 

Recently uploaded

Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxlancelewisportillo
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataBabyAnnMotar
 
Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1GloryAnnCastre1
 
Mythology Quiz-4th April 2024, Quiz Club NITW
Mythology Quiz-4th April 2024, Quiz Club NITWMythology Quiz-4th April 2024, Quiz Club NITW
Mythology Quiz-4th April 2024, Quiz Club NITWQuiz Club NITW
 
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDecoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDhatriParmar
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxSayali Powar
 
Using Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea DevelopmentUsing Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea Developmentchesterberbo7
 
Unraveling Hypertext_ Analyzing Postmodern Elements in Literature.pptx
Unraveling Hypertext_ Analyzing  Postmodern Elements in  Literature.pptxUnraveling Hypertext_ Analyzing  Postmodern Elements in  Literature.pptx
Unraveling Hypertext_ Analyzing Postmodern Elements in Literature.pptxDhatriParmar
 
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...DhatriParmar
 
MS4 level being good citizen -imperative- (1) (1).pdf
MS4 level   being good citizen -imperative- (1) (1).pdfMS4 level   being good citizen -imperative- (1) (1).pdf
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
 
Multi Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleMulti Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleCeline George
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfPrerana Jadhav
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operationalssuser3e220a
 
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptxDIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptxMichelleTuguinay1
 
Grade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptxGrade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptxkarenfajardo43
 
4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptxmary850239
 
week 1 cookery 8 fourth - quarter .pptx
week 1 cookery 8  fourth  -  quarter .pptxweek 1 cookery 8  fourth  -  quarter .pptx
week 1 cookery 8 fourth - quarter .pptxJonalynLegaspi2
 
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITWQ-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITWQuiz Club NITW
 

Recently uploaded (20)

Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptxQ4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
Q4-PPT-Music9_Lesson-1-Romantic-Opera.pptx
 
Measures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped dataMeasures of Position DECILES for ungrouped data
Measures of Position DECILES for ungrouped data
 
Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1Reading and Writing Skills 11 quarter 4 melc 1
Reading and Writing Skills 11 quarter 4 melc 1
 
Mythology Quiz-4th April 2024, Quiz Club NITW
Mythology Quiz-4th April 2024, Quiz Club NITWMythology Quiz-4th April 2024, Quiz Club NITW
Mythology Quiz-4th April 2024, Quiz Club NITW
 
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDecoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
 
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptxBIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
BIOCHEMISTRY-CARBOHYDRATE METABOLISM CHAPTER 2.pptx
 
Using Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea DevelopmentUsing Grammatical Signals Suitable to Patterns of Idea Development
Using Grammatical Signals Suitable to Patterns of Idea Development
 
Unraveling Hypertext_ Analyzing Postmodern Elements in Literature.pptx
Unraveling Hypertext_ Analyzing  Postmodern Elements in  Literature.pptxUnraveling Hypertext_ Analyzing  Postmodern Elements in  Literature.pptx
Unraveling Hypertext_ Analyzing Postmodern Elements in Literature.pptx
 
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
Blowin' in the Wind of Caste_ Bob Dylan's Song as a Catalyst for Social Justi...
 
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptxINCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
INCLUSIVE EDUCATION PRACTICES FOR TEACHERS AND TRAINERS.pptx
 
MS4 level being good citizen -imperative- (1) (1).pdf
MS4 level   being good citizen -imperative- (1) (1).pdfMS4 level   being good citizen -imperative- (1) (1).pdf
MS4 level being good citizen -imperative- (1) (1).pdf
 
Multi Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP ModuleMulti Domain Alias In the Odoo 17 ERP Module
Multi Domain Alias In the Odoo 17 ERP Module
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdf
 
Faculty Profile prashantha K EEE dept Sri Sairam college of Engineering
Faculty Profile prashantha K EEE dept Sri Sairam college of EngineeringFaculty Profile prashantha K EEE dept Sri Sairam college of Engineering
Faculty Profile prashantha K EEE dept Sri Sairam college of Engineering
 
Expanded definition: technical and operational
Expanded definition: technical and operationalExpanded definition: technical and operational
Expanded definition: technical and operational
 
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptxDIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
DIFFERENT BASKETRY IN THE PHILIPPINES PPT.pptx
 
Grade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptxGrade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptx
 
4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx4.16.24 Poverty and Precarity--Desmond.pptx
4.16.24 Poverty and Precarity--Desmond.pptx
 
week 1 cookery 8 fourth - quarter .pptx
week 1 cookery 8  fourth  -  quarter .pptxweek 1 cookery 8  fourth  -  quarter .pptx
week 1 cookery 8 fourth - quarter .pptx
 
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITWQ-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
Q-Factor HISPOL Quiz-6th April 2024, Quiz Club NITW
 

Balance Driven Schools

  • 1. Balance-Driven Schools: How to Engage All Students in Project-Based, Higher Level Learning Programs A Framework for Developing Student-Centered, Project-Based Schools through Engagement and Research Dr. Donald A. James, Executive Director for the Center for Integrated Training and Education (CITE) Retired Public School Educator
  • 2. Engagement: Community Expectations Student Interests and Aspirations Staff Interests and Strengths Research: • Scholarly, Peer-Reviewed Research • Professional Sources • Action Research School Design: • Developing Balanced, Student-Centered Schools Focused on Access, Opportunity, and: • Healthy and Safe Students • Academic Success Agenda
  • 3. Start with WHY! organization. A simple What Ostensibly, schools know what they do or, at least, what they are trying to do, and that is teach/foster student learning/etc. How Schools know HOW they do it. This includes their curriculum, instructional practices, assessment, SEL, and more. Why What is important is identifying WHY your school does what it does. WHY is not about implementing a new program. That is a result. WHY is about a purpose, a cause, or a belief. The very reason your school exists. principle behind
  • 4. Low Wealth High ENL Low Wealth Low Performance Low Wealth High ENL High Poverty Rate High Crime
  • 5.
  • 6.
  • 7. Through Engagement: Identify Areas for Review Collect Data Analyze Data Draw Conclusions Recommendations Communicate A Methodology for Creating Balanced Schools Engagement Objective: • Establish and continue the maintenance of quality relationships with as many people associated with the District and community as possible to determine expectations, interests, and aspirations for the growth of their schools.
  • 8. A Methodology for Creating Balanced Schools: In Action • Supporting our Primary School Learners • Balanced Elementary School Homework: Quality over Quantity • Development of Project-Based Courses at the MS level • Developmentally-appropriate, Project-Based, College-Level Learning in a HS Through Engagement: Identify Areas for Review • Student Interest Data • Staff, Student, Parent, and Community Input • Current Educational Trends and Research Collect Data • Look for: • Themes • Trends • Generalizations Analyze Data
  • 9. A Methodology for Creating Balanced Schools: In Action • Students want to learn more about positive attitudes, skills, and habits • Students want to go to college • The parents/community want opportunities for students to earn “college credit” • Students have a diverse set of interests Draw Conclusions • Develop an SEL type program that incorporates movement, arts and academics • Implement developmentally-appropriate revisions to homework guidelines • Project-based learning to meet the needs of all students • Increase project-based ‘college-level’ course offerings Recommendations and Implementation • Monitor – student performance, student participation, student interest; we gather teacher input and actively involve parents • Evaluate – determine program efficacy based on multiple measures • Communicate – State-of-the-District Reports, executive summaries, district website, district newsletters, etc. Monitor, Evaluate, and Communicate
  • 10. Programs as the Result of Engagement The Elementary School “Foundation for Success” Middle School MYP and Project-Based Learning (Enrichment) Grades 9 & 10 Prepare to “try-on” College-Level Learning Grades 11 & 12 “Try-on” College Level Learning Prepared to go and to stay in college. Movement, recreation, and play that links sensory-motor, cognitive, and social-emotional experiences provide an ideal setting for brain development (Montessori). The National Association for the Education of Young Children (2009) named play as a central component in developmentally appropriate education. https://www.youtube.com/watch?v=dHIy61nQ3ak
  • 11. Programs as the Result of Engagement The Elementary School “Foundation for Success” Middle School Project-Based Learning Grades 9 & 10 Prepare to “try-on” College-Level Learning Grades 11 & 12 “Try-on” College Level Learning Prepared to go and to stay in college. Students learning through PBL retain content longer and have a deeper understanding of what they are learning (Penuel & Means, 2000; Stepien, Gallagher & Workman, 1993). In specific content areas, PBL has been shown to be more effective than traditional methods for teaching math, economics, language, science, and other disciplines (Beckett & Miller, 2006; Boaler, 2002; Finkelstein et al., 2010; Greier et al., 2008; Mergendoller, Maxwell, & Bellisimo, 2006). We are all close to birds! Apply for Mini-grants Learn all about urban birds Discover a bird loving community Contribute your bird data observations National Geographic Citizen Science Projects https://education.nationalgeo graphic.org/resource/citizen-s cience-projects
  • 12. Programs as the Result of Engagement The Elementary School “Foundation for Success” Middle School MYP and Project-Based Learning (Enrichment) Grades 9 & 10 Prepare to “try-on” College-Level Learning Grades 11 & 12 “Try-on” College Level Learning Prepared to go and to stay in college. The National Association of College Admission Counseling shows that colleges and universities are more interested in the rigor of the curriculum students have experienced. The top two admission facts were grades in college prep courses and the strength of the curriculum (Guskey, 2014).
  • 13. Healthy and Safe Students The Why is to prepare every student for whatever they want to achieve at their next level of learning. This can be done through the development, maintenance, and enhancement of a well-balanced, educational program that supports healthy and safe students.