summary_education _vdraft

We kindly ask that you not broadcast, circulate, photocopy or forward any part of any of our report to anyone
without our expressed consent.
f
SES’ mission is to build resilient, self-aware global citizens and
visionary leaders by providing them the skills, experiences and
global perspective essential to compete in an ever-globalizing
economy.
.
SES is governed by Sports Economy, Inc. a social enterprise
investing in protecting the future of the global sport economy by
leading research and innovation in the areas of sport media, sport
science, sport technology, and sports management.
tSESC, LLC
w.emmanuel@tsesc.org
PO Box 408515, Chicago, IL
Phn: 312.725.6587
Fax: 773.304.9873

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tSESC 2014 Content Copyright
Contents
I. PEDAGOGICAL PRINCIPLES............................................................................................2
A. Inquiry based learning model.........................................................................................2
B. Personalized learning, grounded on multiple Intelligence learning approach...............2
C. Passion-based education, rooted in real life experiential learning methods.................3
II. ACADEMIC PROGRAMS .................................................................................................6
A. International Baccalaureate Diploma Programme (IBPD).............................................6
B. Global Sports Economy...................................................................................................9
C. Advanced Placement (AP) programs............................................................................10
III. TARGETED STUDENT POPULATIONS...........................................................................12
A. Demographic................................................................................................................12
B. Geographic ...................................................................................................................12
1. Chicago Land.........................................................................................................12
2. United States ........................................................................................................12
3. International – G20 + BRICS..................................................................................12
4. Social Promise Scholars ........................................................................................13
C. Portraits of Applicants..................................................................................................13
1. Group 1 Applicants (G1) .......................................................................................13
IV. PEDAGOGICAL APPROACH ..........................................................................................15
A. Sports Economy Adaptive Learning System (SEALS) ....................................................15
1. What is the Global Sports Economy? ...................................................................15
2. What is an Adaptive Learning System? ................................................................15
3. What is Sports Economy Adaptive Learning System? ..........................................15
B. Curriculum Design: Embracing a new Learning Management System (LMS)..............17
1. Overview: The Realizeit
System............................................................................17
2. The Learning Design Component: Building Contents with Realizeit
.....................17
3. The Product component.......................................................................................19
C. Instructional Content....................................................................................................20
1. Middle School: grades seven and eight................................................................20
2. Upper School: grades nine and ten ......................................................................20
3. Senior School: grades eleven and twelve.............................................................21
D. Instruction and Assessment Models.............................................................................21
1. Instruction Model .................................................................................................22
2. Assessment Model................................................................................................23
E. GSE English and Foreign Language Immersion............................................................24
1. Oral Communication.............................................................................................24
2. Visual Interpretation.............................................................................................24
3. Reading Comprehension ......................................................................................25
4. Writing ..................................................................................................................25
F. GSE English Language Learners (ELL)...........................................................................25
V. BELIEF SYSTEMS: MIND, BODY, SPIRIT........................................................................27
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I. PEDAGOGICAL PRINCIPLES
A. Inquiry based learning model
An inquiry based methodology is a proven method of transforming and stimulating
student learning because involves them in their own learning process. Instead of
only developing questions for students, an Inquiry-based learning is not only
developing questions, but examining how these questions impact the world around
them. This is important for a changing global economy and thus a nuanced global
sports economy.
We believe that using an inquiry based learning strategy changes the role of the
teacher from a central source of authority and knowledge production to a role more
like a coach, recognizing and guiding the learning strategies of students in a way that
can best accomplish their goals. Teachers become positive enforcement tools to
build a teacher and student community of active learners.
The basic approaches for inquiry based learning include1
:
o Probing - Finding the question that matters, which can be either teacher or student,
generated
o Investigating - Gathering information on the question area through research.
o Creating - Shaping the new information into a schema that the students understand
and creating a product e.g. artifacts, research papers, presentations, etc.
o Discussing - Sharing their discoveries with others. This is why a positive classroom
community must be present.
o Reflecting - Looking over their insights and asking what they have learned, what
they should have done, and if new questions have developed.
B. Personalized learning, grounded on multiple Intelligence learning approach
Instead of standardization e.g. one size fits all, we focus on each student, and teach
each student in ways that they find comfortable and learn effectively. Our
1
Inquiry Page, 1998

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instructional methods focus on personalizing learning experiences through small
class size and educational technology products2
.
According to the Theory of Multiple Intelligences3
, intelligence is categorized into
three primary categories, those of which are formulated by the abilities.
o Capacity to solve problems - a set of skills that make it possible for a person to solve
problems in life
o Capacity to create - the ability to create an effective product or offer a service that
is valued in a culture
o Capacity to invent - the potential for finding or creating solutions for problems,
which involves gathering new knowledge
Using the Theory of Multiple Intelligences, in conjunction with a passion-based
education, we deliver traditional learning materials in several ways that are exciting
and engaging to students. In this way, we are able to reach students who learn in
different ways.
C. Passion-based education, rooted in real life experiential learning methods
As a global school focused on nurturing creativity and innovation, it’s important for
us to connect all experiences to the real world, and to not limit education to only
sports. Students receive:
o Liberal Arts education through our Sports Media domain;
o Science education through our Sports Science domain;
o Engineering education through our Sports Technology domain;
o Business education through our Sports Management domain.
o Civic education through our Sports & Society domains (e.g.
entertainment, politics, and globalization).
2
Section IV “Curriculum Design: Embracing a new Learning Management System” provides a sample of the latest education
technology products that we are adopting.
3
Theory of Multiple Intelligences was proposed by Howard Gardner in his 1983 book Frames of Mind: The Theory of Multiple
Intelligences. Howard Gardner is a professor of psychology, the John H. and Elisabeth A. Hobbs Professor of Cognition and Education
at Harvard University, and senior director of Harvard Project Zero. Among numerous honors, Gardner received a MacArthur Prize
Fellowship in 1981. He has received honorary degrees from 26 colleges and universities. In 2005 and 2008, he was named by Foreign
Policy and Prospect magazines as one of the 100 most influential public intellectuals in the world. The author of 25 books translated
into 28 languages, and several hundred articles, Gardner is best known for his theory of multiple intelligences, a critique of the
notion that there exists but a single human intelligence that can be adequately assessed by standard psychometric instruments

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SES students will get an excellent education in Liberal Arts, Science, Engineering,
Business, and Civic education through the lens of the Global Sports Economy,
gaining skills applicable in the wider realms of Media, Science, Technology,
Management, Entertainment, Politics, and Globalization. By presenting materials in
various ways, we respect and nurture the multiple learning capacities of students,
through an academically rich environment that will allow our students to explore,
diversify and strengthen their own learning styles and abilities including any of the
following types:
o Visual/Spatial – students who think in terms of physical space, as do architects and
designers. They are very aware of their environments. They like to draw, do jigsaw
puzzles, read maps, and daydream. They can be taught through drawings, verbal
and physical imagery. Visual-Spatial learners learn more easily through learning
tools such models, graphics, charts, photographs, drawings, 3-D modeling, video,
videoconferencing, television, multimedia, texts with pictures/charts/graphs.
o Bodily/kinesthetic - students who think better and learn more easily when
movement is involved, activating their large or, like a dancer or a dentist or athlete.
These students have a keen sense of body awareness; they like movements, making
things, touching. They also communicate well through body language and are taught
through physical activity, hands-on learning, acting out, role playing. Bodily-
kinesthetic learners learn more easily through educational tools that include
equipment and real objects.
o Musical - students who think better and show sensitivity to rhythm and sound.
These students love music and are extra sensitive to sounds in their environments.
Musically inclined learners can be taught by turning lessons into lyrics, speaking
rhythmically, and tapping out time. Musically inclined learners learn more easily
through educational tools that include musical instruments, music, radio, stereo,
CD-ROM, multimedia.
o Interpersonal - students who understand and think better through interactions with
others. They have many friends, empathy for others, street smarts. These learners
learn easily through dialogues, group activities, and seminars. These learners learn
more easily through educational methods that include audio, time and attention
from the instructor, video conferencing, writing, and computer conferencing.
o Intrapersonal - students who learn through passion and self-directed means. These
learners tend to shy away from others. They're in tune with their inner feelings; they
have wisdom, intuition and motivation, as well as a strong will, confidence and
opinions. They can be taught through independent study and introspection. They
learn more easily through traditional educational tools include books, creative
materials, diaries, privacy and time. They are also the most independent of the
learners.

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o Linguistic - students who learn through language. These learners have highly
developed auditory skills and often think in words. The learners enjoying reading,
playing word games, making up poetry or stories. They can be taught by
encouraging them to say and see words, read books together. They learn more
easily through traditional educational methods e.g. writing and reading.
o Logical/Mathematical - students who learn through reasoning and calculating.
These students learn by thinking conceptually, abstractly and are able to see and
explore patterns and relationships. They like to experiment, solve puzzles, asking
questions. They are best taught through logic games, investigations, mysteries. They
need to learn and form concepts before they can deal with details.
Ultimately, our curriculum will prepare our graduates to become the most
innovative and creative individuals in any field they pursue within and beyond the
global sports economy.

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II. ACADEMIC PROGRAMS
Our educational program consists of IB and GSE core curriculum, with supplementary AP
courses.
A. International Baccalaureate Diploma Programme (IBPD)
Our academic program is primarily based on the IBPD education, an intensive, globally
consistent program that will ensure our students receive an excellent “tried and true”
education that is globally recognized. The IBPD is generally considered to be "a
rigorous, off-the-shelf curriculum recognized by universities around the world.”
o Middle Years Programme (MYP) - is an educational program intended for students
aged approximately 11 to 16 (grades 6–10 in International Schools, the United
States, Canada, New Zealand, Switzerland and Australia). In the the United States
the program is often taught throughout the middle school years and the first two
years of high school. We intend to offer the MYP-IB program for students grades 7
through 10.
o Diploma Programme (DP) - is a two-year educational programme primarily aimed at
students aged 16–19. The program is one that provides an internationally accepted
qualification for entry into higher education, and is accepted by many universities
worldwide. We intend to offer the DP-IB program for students in grades 11 through
Students who pursue the IB Diploma must take six subjects, one from each of subject
groups 1–5, as described below, and either one from group 6 or a permitted substitute
from one of the other groups, as described below
o Group 1: Studies in language and literature.
o Group 2: Language acquisition.
o Group 3: Individuals and societies i.e. Humanities and social sciences courses e.g.
Business and management, Economics, Geography, History, Information technology,
Philosophy, Psychology, and Social and cultural anthropology
o Group 4: Experimental sciences e.g. Chemistry, Biology, Physics, Design Technology
and Computer Science, Sport, Exercise and Health science4
o Group 5: Mathematics
o Group 6: Dance, Music, Theatre, Visual Arts, and Film.
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The Sports, Exercise and Health Science (SEHS) domain is a recently approved school based IB syllabi;
The Sports Economy School will be one of only few schools offer in this world.

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This sub section provides a selection of excerpts from the International Baccalaureate
Organization (IBO) 2014 publication “Sports, exercise and health Science Guide (2014)”
o The Diploma Programme (DP) in sports, exercise and health science5
(SEHS) “DP-
SEHS” aims to build on the aims of the MYP physical education to “encourage and
enable students to appreciate and understand the value of physical education” and
“to develop an interest in the promotion of health and wellness”.
o The attainment of excellence in sport is the result of innate ability or skill and the
dedicated pursuit of a programme of physical and mental training accompanied by
appropriate nutrition. This is the role of the sport and exercise scientist who,
regardless of the athletic event, should be equipped with the necessary knowledge
to be able to perform this task competently. Furthermore, in a world where many
millions of people are physically inactive and afflicted by chronic disease and ill
health, the sport and exercise scientist should be equally proficient when
prescribing exercise for the promotion of health and well-being.
o Scientific inquiry conducted over many decades, has accumulated a vast amount of
information across a range of sub-disciplines that contribute to our understanding
of health and human performance in relation to sport and exercise. DP-SEHS
involves the study of the science that underpins physical performance and provides
the opportunity to apply these principles. The course incorporates the traditional
disciplines of anatomy and physiology, biomechanics, psychology and nutrition,
which are studied in the context of sport, exercise and health. Students will cover a
range of core and option topics and carry practical (experimental) investigations in
both laboratory and field settings.
DP-SEHS involves the study these 6 core topics (80 hours):
o Topic 1: Anatomy (7 hours)
o Topic 2: Exercise physiology (17 hours)
o Topic 3: Energy systems (13 hours)
o Topic 4: Movement analysis (15 hours)
o Topic 5: Skill in sport (15 hours)
o Topic 6: Measurement and evaluation of human performance (13 hours)
In addition, they also study two of the following four options (30 hours):
o Option A: Optimizing physiological performance (15 hours)
o Option B: Psychology of sport (15 hours)
o Option C: Physical activity and health (15 hours)
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DP-SEHS course in particular has strong international aspects such as international sporting competitions and the international
bodies set up to run and regulate them. The Olympic movement itself is the prime example of this and has strong echoes in its
principles with the IB mission statement and learner profile.

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o Option D: Nutrition for sport, exercise and health (15 hours)

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B. Global Sports Economy
A Global Sports Economy education is an academic experience that exposes children
and young adults to how sport firms and industries function across different levels of
activities including, global, national, household and individual levels; in tandem with
other industries; primarily media, science, technology, management, politics,
globalization, and entertainment through the uses of theories, concepts, principles, and
analogies drawn from the episteme of sporting experiences and knowledge.
Our four primary domains are media, science, technology, management, and we have
assembled a team of experts who are designing a smart, unique, state-of-the-art
infrastructure school to bring together our global sports economy education under one
facility.
o Sport Media refers to analysis and communication of sport data and information.
Through Sports Media Lab, our Students will learn and gain practical experiences in
the collection, interpretation, and broadcasting of data and information to improve
their own lives and communities, and to benefit the Global Sports Economy.
Our Sports Media program curriculum will emphasize current events, technological
application and human computer interaction courses with a dedication to in media
literacy and multi-modal learning.
 Journalism
 Public Speaking
 Sports Data: Predictive Analytics in performance measurements
o Sport Science is an integral aspect of our program, refers to principles and
techniques used for improving sport performance and physical wellbeing. The study
traditionally incorporates areas of physical therapy physiology, psychology, nutrition
and diet, and performance analysis.
In addition gaining practical experiences through our community based sport
medicine clinic, our program will focuses on the core principles of biology, physics,
health and physiology to provide students an active learning background for
appreciating scientific inquiry. Students will use events, sports, athletic testimonies,
and current events to motivate their passion for learning. Sports science courses
include:
 Biology
 Physics – beginner to advanced
 Health and Nutrition
 Physical Education
 Chemistry

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o Sport Technology is also an aspect of our program, refers to applications, devices,
and equipment used across participants, coaches, officials, administrators, and fans.
Sports Technology also refers to wearable products and medical technologies.
Students will learn and gain practical experiences in the areas of design,
programming, engineering, and architecture as it relates to the Global Sport
Economy.
Rather than a rigid pre-formatted lesson plan and course instructions for teachers to
administer to students, SES is committed to developing a community of learning
based principles for student-centered instruction.
Students will also learn to commercialize sports technology through our
community-based sports technology hub. Our sports technology program provides
a wealth of interdisciplinary foundational knowledge for a changing and ever-
progressing tech economy. Innovated courses in sports technology include:
 Coding and Design
 Human Computer Interaction
 Problem Solving
 Introduction to Programming
 Computing and Data Analysis
 Robotics
 Wearable technologies and health science
o Sports Management refers to leadership and management of people and resources.
Students will learn to leadership and management through our campus leadership
seminars and centers.
Our Sports management program includes examinations into the business
principles, finance and economics for students to gain a foundation in business
management field. Courses would include:
 Calculus
 Business Ethics
 Business Management
 Inquiries into the Sports Economy
 Microeconomics
 Macroeconomics
C. Advanced Placement (AP) programs
Advanced Placement (AP) programs for students to earn college-level credits, through
its partnership with affiliated partners, colleges & universities. AP courses range from

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studies in the humanities to math and science, allowing qualifying students to increase
their knowledge base and become more competitive post-secondary school.

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III. TARGETED STUDENT POPULATIONS
A. Demographic
The Sports Economy School will primarily target children of affluent local families and
expatriates from a variety of countries from the following demographic groups.
 Winner's circle
 Upward bound
 Money and brains
 Blue blood estate
 Social promise scholars
B. Geographic
The Sports Economy School will provide new and exciting educational opportunities to
students and families from the Chicago-land area as well as internationally..
1. Chicago Land
Chicago has a school-age population of 614,033 and only 16 independent
schools. St. Louis, by comparison, has 64,544 school-age children and 24
independent private schools. San Francisco, with a school-age population of
109,544, has 26 independent schools. The strong demand for premium private
schools in Chicago has led to a shortage of places, according to experts. The
Sports Economy School will target school-age children from Chicago regions:
 City of Chicago etc.
 High Land Park, Evanston etc.
 Lake Bluff, Burr Ridge etc.
2. United States
The school also offers Semester in Chicago single-semester experiences for
students from other US States.
3. International – G20 + BRICS
Most foreign students come from China, India, South Korea, Saudi Arabia, and
Taiwan. According to the U.S. Department Homeland Security, the number of
Chinese students at U.S. private high schools soared more than 100-fold from 65
students in 2005, to 6,725 students in 2011. Further, East Coast schools have run
out of slots for foreign students, particularly from China and the trend is
spreading to the Midwest. The Sports Economy School will target school-age
children primarily from G20 countries
 Russia, Germany etc.
 China, Korea, Hong Kong etc.

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 South Africa, Saudi Arabia etc.
4. Social Promise Scholars
Chicago's public school system fails to meet the standards many affluent families
expect. For example, only 65% of Chicago public school students graduate from
high school, according to Chicago Public Schools, while of those who graduate,
25% have such low ACT scores and GPAs that they would likely only be eligible to
attend a two-year college, while another 20% would have difficulty. The Sports
Economy School will target school-age children from these disadvantaged areas:
 Pilsen, Englewood, Gage Park etc.
 Uptown, Edgewater, Rogers Park etc.
C. Portraits of Applicants
Ideal applicants have strong academic records and a demonstrated passion for sports
learning and the sports industry. Applicants typically fall into three categories:
1. Group 1 Applicants (G1)
G1 applicants comprise youth who have a natural passion and dedication to
sports. G1 applicants will have demonstrated high commitments to pursuing
careers in sports. We believe that G1 applicants will find their way into the
“sports economy” whether or not we exist.
Sports Economy School will cater to the pre-existing interests of G1 applicants,
and will guide them through applicable avenues in the global sports economy.
Ultimately, we will prepare G1 applicants to become the future champions of the
global sports economy.
G2 applicants comprise youth who have a deep interest to sports, but don’t
know what career they want but, whether they pursue careers in sports or not,
G2 applicants will benefit from the Media, Science, Technology, and
Management skills taught at SES.
Later in their life, particularly in college and professional life, we expect that G2
Applicants, will graduate to become the most innovative and creative individuals
in any field they pursue beyond the sports economy. We believe that their
Global Sports Economy (GSE) Experiences will position them to combine their
acquired domain-specific knowledge with “normal” world experiences, allowing
them to see the world differently.
SES is also committing to transform the lives of 150 (approximately 15 percent of
student capacity) underprivileged youth and their families in Chicago every year

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through need and merit-based scholarships that will pay their tuition at the
school.
G4 applicants comprise youth who have a natural disposition towards the
performance aspect of sports e.g. future professional athletes. In addition to an
excellent education, these applicants will benefit from elite athletic training and
conditioning for competitive and fitness goals.

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IV. PEDAGOGICAL APPROACH
The Sports Economy School will implement the International Baccalaureate “IB” and
Advanced Placement “AP” programs in conjunction with its proprietary, in-development
Sport Economy “SE” Adaptive Learning System “ALS” (SEALS).
A. Sports Economy Adaptive Learning System (SEALS)
The Sports Economy School will partner with Sports Economy stakeholders and experts
in developing its instructional contents. With new and emerging innovation in
education, The Sports Economy School can utilize a plethora of Learning Management
Systems to build a rich repository of “Global Sports Economy” (GSE) learning materials,
contents, and resources.
1. What is the Global Sports Economy?
The Sport Economy Adaptive Learning System (SEALS) is an academic experience
that exposes children and young adults to sport firms and industries by
examining how they function across different levels of activities including, global,
national, household and individual levels; in tandem with other industries:
primarily media, science, technology, management, politics, globalization, and
entertainment through the uses of theories, concepts, principles, and analogies
drawn from the episteme of sporting experiences and knowledge.
2. What is an Adaptive Learning System?
An Adaptive learning System is an educational method which uses computers as
interactive teaching devices in the classroom. The technology encompasses
aspects derived from various fields of study including computer science,
education, and psychology. As previously noted, The Sports Economy School has
identified a plethora of Adaptive Learning Systems to implement in its classroom
environments based on the following principles:
 Adaptability – As students’ learning techniques differ, it is important to
have tools on-hand to meet their specific learning needs in areas like
science and technology.
 Collaboration – ability for learners to engage in group projects through
adaptive learning.
 Assessments – monitoring student and teacher performance, utilizing the
latest algorithm-based mathematical models
3. What is Sports Economy Adaptive Learning System?
K-12 schools across the country have committed themselves to one form or
another of adaptive learning programs at a rate far greater than higher
education. As actively concerned about preparing students for the changing

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economy, we are committed to adaptive learning techniques and assessments
that allow educators to know exactly how students are responding to instruction
methods, which adjusts the learning experience based on a student's progress.
Pooling resources from established education companies like McGraw Hill,
Pearson, and other leaders in education, we curtail our assessments as an
examination of what the students can do, and what the students are ready to
learn. Assessments specifically designed to position students for the next step in
their educational development are not a punishment-based model, but an
adaptive, mentoring-based model for more effective development.

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B. Curriculum Design: Embracing a new Learning Management System (LMS)
The Sports Economy School has initiated partnership approval with Irish technology
company CCKF Inc., a research and development education company that develops
intelligent and adaptive systems. Most recently, CCKF’s latest product, Realizeit
was
named one of the best adaptive learning approaches in the US and Abroad.
SES’ faculty teams, together with GSE stakeholders and CCKF plan to develop detailed
learning maps, robust course content and student assessments to ensure that the
adaptive learning engine delivers a rich and challenging experience to students. Below is
a comprehensive overview of the Realizeit
Learning Management System (LMS)
1. Overview: The Realizeit
System
According to CCFK, Inc. the goal of Realizeit
is to provide an effective, efficient
and personalized learning experience for each individual learner. Realizeit
aims to
provide support to the learner when they are working independently and to
support both the learner and the teacher in a classroom environment.
The first step taken by Realizeit
in solving this problem is to separate the
curriculum from the content. The curriculum is represented as a set of
connected and related concepts and is used to drive the direction of the
learning. It is the content which delivers the learning to the individual. Just as a
teacher can teach the same concept in many different ways, Realizeit
can have
multiple pieces and types of content available to it for each concept in the
curriculum.
At the core of Realizeit
is a framework that manages functional access and data
level access for people, groups and organizations. This allows it to host one or
more institutions in a single database and support any level of sharing,
collaboration or separation between institutions and groupings.
SES’ faculty teams, together with GSE stakeholders and CCKF plan to develop
detailed learning maps, robust course content and student assessments to
ensure that the adaptive learning engine delivers a rich and challenging
experience to students.
2. The Learning Design Component: Building Contents with Realizeit
The Learning Design component of Realizeit
supports the creation of complete
learning maps and links directly to the Authoring component with full support
for content titles, reference sets, taxonomies, glossaries, snippets, resources and
more much.
The contents of this page are highly confidential and have been restricted in order to
protect the integrity of our progress, and developments.

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The Realizeit
next generation content authoring capability enables authors and
institutions to quickly and easily build up a rich repository of learning content all
directly linked to specific knowledge elements, allowing courses to be easily
updated or created by drawing knowledge elements from one or more
knowledge space.
a) Content Ingestion: The Realizeit
unique automated ingestion technology is
completely content-agnostic and is capable of using content from any
domain. Authors can instantly repurpose existing material from a range of
formats, allowing previously and newly created content to be enriched in a
cost effective manner, achieving dynamic adaptive learning rapidly while
maintaining business continuity. Learning materials can also be created
through native authoring in the system, with authors and editors working
individually or collaboratively to develop content against defined knowledge
spaces.
b) curriculum building: Any material created can be linked to one or more
knowledge element and the system is immediately aware of the context in
which it can be used, automatically aligning it to the course design and
learning objectives that have been set and making it instantly available to the
adaptive learning process and functionality.

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c) Question / Interaction creation: After content is created against a defined
knowledge space, instructors can create individual lessons, define questions
for a topic, customize existing material or attach learning resources to a
topic, and the learning engine becomes implicitly aware of the context in
which all learning material can be used for adaptive learning, assessments
and evaluations.
3. The Product component
The Product component of the system provides the focal point to bring together
courses, maps and content. These can be packaged for use by institutions,
instructors or learners – including full monetization and trial usage options.
a) Providing personalized learning paths with Realizeit
The platform integrates
the target knowledge with learner data and the available content
components in order to provide sophisticated decision making to determine
optimum pathways for each learner. The Curriculum Prerequisite Network
(CPN) is a map of the interdependencies and relationships that exist between
concepts in a curriculum. Based on an individual student’s learning outcomes
and patterns, it makes suggestions at each step how best to navigate their
way through the curriculum, following the path that is most effective for
them. The system provides students with a continually updated map which
guides them from building a base of foundational knowledge to mastery of
advanced topics defined in a specific curriculum in the most efficient and
effective way possible.
b) Presenting personalized course content with Realizeit
While it can be argued that there is no perfect piece of content to use to
teach a particular concept to a group of students, it is possible to select the
most appropriate content to use for an individual student. For each concept
in a curriculum the Realizeit
system can have several pieces of content
available for a student to use. The Profiling procedures center on using data
mining techniques to build a content profile that can be matched against a

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student profile in order to select the most appropriate content to use for the
individual student, ultimately increasing the speed of learning and the quality
of comprehension.
C. Instructional Content
This refers to the way the specific topic, or content domain, is structured, with
thoroughly detailed learning outcomes and a definition of tasks that need to be learned.
Some initial sequencing of content is pre-determined, although in many cases the idea
of adaptive learning is that sequencing can change based on student performance. But
the system must be able to identify which content is appropriate based on what the
student knows at any point in time. Some systems may have larger chunks of content
that go together, and a student is assessed only after this unit of learning; others may
assess a student understanding at a finer level
1. Middle School: grades seven and eight
We plan to use multi-age instruction for 7th and 8th grade, connecting their real-
world situations to learning objectives. The curriculum will be organized into six
core courses:
 Art, History, Music and Language Arts, clustered underneath Sports
Media
 Mathematics and Science, clustered underneath Sports Science
 Coding and human computer interactions, clustered underneath Sports
Technology
Additional electives include World Language Immersion (Spanish, Chines, Arabic,
or French). The curriculum aligned to IB Standards, will be integrated by SES
teachers into the instruction of the courses.
Our curriculum will focus on developing fundamental skills and teaching the key
knowledge-building blocks that each student will need to master the major
subject areas, meet IB and complete more advanced coursework. The curriculum
is mastery-based with assessments built into every lesson to ensure mastery and
provide for remediation or enrichment where necessary.
2. Upper School: grades nine and ten
SES offers Math, English, Science, Engineering, and History courses in multiple
levels (IB and AP) to meet the needs of diverse learners. Students can also take
up to four years of a world language choosing either Spanish, Chines, Arabic, or
French.

21
Lastly, a variety of electives will also be offered as permitted by student interest,
including Sports Media, Sports Science, Sports Technology, and Sports
Management
3. Senior School: grades eleven and twelve
Diploma Programme (IBDP) in Sports, Exercise and Health Science (SEHS) for grades
11th& 12th
http://www.ibo.org/diploma/curriculum/group4/SEHS.cfm
SES will offer a comprehensive list of high school courses designed to help
students earn their high school diploma and find their own path to college.
SES offers Math, English, Science, Personal Finance, and History courses in
multiple levels (IB and AP) to meet the needs of diverse learners. Students can
also take up to four years of a world language choosing either Spanish, Chines,
Arabic, or French.
Lastly, a variety of electives will also be offered as permitted by student interest,
including Sports Media, Sports Science, Sports Technology, and Sports
Management
D. Instruction and Assessment Models
As stated above, an adaptive learning approach is what drives the instructional and
assessment models in the Sports Economy School. Since students possess such a
wide range of learning techniques and cognitive developments skills and levels, it’s
important to appreciate the difference with rich and robust assessment methods
and frequent response to interventions (RTI) on a proactive scale.
Instructors will engage with each student in the following manner:
o Introductory Assessments of performance level – these initial tests occur
before students are placed in classes to determine their appropriate learning
level and their area of interests.
o A spirit of learning mentorship – teachers play the role less like an authority-
centered dictator to that of a mentor coach, helping students utilize the skills
they already to have to meet learning objectives.
o Fluid learning strategies – classes are based on the skills, presentations and
interests that students possess and thus need to be committed to learning
principles, not rigid lesson plans. We construct the appropriate learning
pathway as the student requires, then execute that strategy.

22
1. Instruction Model
All the individual functions that drive the adaptive learning process come together
to adjust the course, the content, the information and the instruction in a specific
curriculum on a personalized level at a specific point in time. Our instruction model
provides instructors with the information and insights to optimize teaching time and
student learning outcomes. Instructors can now get a true picture of a student’s
progress and attainment level, providing the means to manage cohorts of students
with different learning paths and levels of performance.
a) The Course – Courses are created from underlying learning maps,
collaborative learning methodologies and according to the school mission
and value stated earlier. Available content and can be assigned to any
number of learners. Based on a system assessment of an individual learner’s
current knowledge state, we develop a personalized manifestation of the
course best suited to achieving learning outcomes in the most efficient
manner.
b) The Content – Although a collaborative and ever-changing learning
environment, we work regular to determine the most appropriate content
(text, video, charts, lectures, hands-on interaction, presentations etc.) to use
to construct a specific lesson or introduce the most appropriate questions to
use for practice, creating lessons and providing feedback dynamically in real-
time, not just to suit an individual but to suit an individual at a particular
point in time.
c) The Instruction – Instructors have the ability to set objectives for the
students and resolve the dependencies amongst and between objectives,
automatically adjusting the learning objectives for each student. .

23
2. Assessment Model
A critical part of the instruction method is assessing how students are progressing in
classes and what learning techniques then need to be used to fully engage their
development. Assessments of these progressive steps will range from regular
semester assessments to cognitive, social emotional development tracking.

24
E. GSE English and Foreign Language Immersion
“Learning to speak another’s language means taking one’s place in the human
community. It means reaching out to others across cultural and linguistic boundaries.
Language is far more than a system to be explained. It is our most important link to
the world around us. Language is culture in motion. It is people interacting with
people.”
Savignon (1983)
We want our students to be able to interact with other their community, staff and
other students in real situations. It is important to appreciate the sports economy as
an important and popular bridging point for developing cultural immersion for
incoming foreign students. This involves appreciating literacy in multiple forms: oral,
visual and written. These can be understood in four area objectives:
1. Oral Communication
This objective encompasses all aspects of listening and speaking. It refers to enabling
the student to construct meaning through the process of internalizing meaning and
articulating thoughts using speech in a variety of ways in the target language.
Our student is expected to be able to:
o listen for specific purposes
o respond to specific information
o interact socially
o speak for specific purposes.
2. Visual Interpretation
This objective involves the student in interpreting and constructing meaning from
visual text to understand how images presented with oral and written text interact
to convey ideas, values and attitudes. Engaging with text requires the student to
think creatively and critically about what is viewed, and to be aware of opinions,
attitudes and cultural references presented in the visual text. The student might, for
example, reflect on feelings and actions, imagine himself or herself in another’s
situation, gain new perspectives and develop empathy, based on what he or she has
understood in the text.
The student is expected to be able to:
o interpret and engage with visual text that is presented with spoken and
written text

25
o refer closely to the visual text, supporting his or her opinion and personal
response with evidence and examples from the text.
3. Reading Comprehension
This objective refers to enabling the student to construct meaning from written text
by making inferences and interpretations. Engaging with text requires the student to
think creatively and critically about what is read, and to be aware of opinions,
attitudes and cultural references presented in the text. The student might, for
example, reflect on feelings and actions, imagine himself or herself in another’s
situation, gain new perspectives and develop empathy, based on what he or she has
understood in the text.
Our student will be expected to:
o understand information
o interpret and engage with written text
o refer closely to the written text, supporting his or her opinion and personal
response with evidence and examples from the text.
4. Writing
This objective relates to the developmental process of writing.
Our student will be expected to:
o organize and express thoughts, feelings, ideas, opinions and information in
writing
o write for specific purposes
o develop accuracy when writing in the target language.
F. GSE English Language Learners (ELL)
We will first identify ELL students (students whose dominant language is not English)
during the enrollment process using the Child Find process. Children and families
with limited English proficiency will be provided translation and interpretation
services to the extent needed to help the family understand the enrollment process
and enroll the student in school in compliance with the Civil Rights Act of 1964, Title
VI, 42 U.S.C. § 2000d et seq. and the Equal Education Opportunity Act, 20 U.S.C. §
1703.
In addition to the Child Find process, a home language survey and teacher
observation will be completed. A language proficiency assessment (yearly) as well
as culminating data on the student’s academic performance scores will become part

26
of the components that develop his/her individualized education plan. ELL students’
yearly progress will be assessed using the ACCESS for ELLs (Assessing
Comprehension and Communication in English State-to-State) to determine their
English proficiency and when a student will exit from ELL services and supports. The
school will employ appropriately licensed ELL or bilingual teacher(s) for the ELL-
identified students.
The ELL teacher(s) can provide support to the students within the distance learning
environment by: relating background information and experiences to the students
to better grasp a concept; scaffold instruction to aid the students in comprehension;
adjusting speech or content; providing project-based learning experiences and
necessary visuals; and providing in-classroom modeling of best instructional
practices for the general education teachers. Exit criteria for ELL students will be
consistent with Illinois State Board of Education requirements.

27
V. BELIEF SYSTEMS: MIND, BODY, SPIRIT6
Mind, body and spirit are the trine composition that brings balance to an individual.
Harmonizing of mind, body and spirit is a lifelong skill that can transform children to
introspectively conscious individuals. This unique education teaches a student to lead an
independent lifestyle with conviction for their passions.
The life of an individual is ruled by their mind, body and spirit. The mind, body and spirit
work as a triumvirate that guides and individual through life and help them to overcome
obstacles. The mind, body and spirit are all equally important. Lacking one leaves an
individual incomplete. Training the mind, body and spirit is a unique and essential
learning experience that broadens an individual’s potential. By developing the mind,
body and spirit a student will develop skills that could increase their quality of life.
Furthermore, by understanding the avenues of mind, body and spirit a student will have
a better understanding of who they are as an individual.
6
Adopted belief system to unify all religions (Draft narrative)

summary_education _vdraft

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