1. EDIFY in 2014

3. ① Core Values and Vision for School 2.0
② Deconstruct Mission Statement – programmatic
components that support the Mission
③ Estimated expenses and facilities’ needs
④ Overview marketing plan
⑤ Alternative ideas
⑥ Next steps

4.  S.T.E.A.M.
 FLOW
 INDEPENDENT LEARNERS
Charter or affordable private schools that truly
provide an education fit for the 21st century.

5. A school where S.T.E.A.M. is front and center
 Fab Lab, Tech Center, Robotics, Multi-
Media Lab, Design/Art Studio
 Students experience every day, 11 hr/wk
 STEAM on periphery at other schools, 1 x week,
supplementing core curriculum, 1 semester class
every 3 years
 After-school and summer camps are only
opportunities for many

6. A faculty that designs learning experiences for
FLOW
 Consistent and pervasive philosophy of
education
 All staff must share this approach, receive PD
on it
 Hit or miss depending on staff/class at other
schools

7. A personalized program that explicitly
develops INDEPENDENT LEARNERS
 Technology enables students to learn what
they need when they are ready, rather
than in lock step with other students
 Multiple components guide students to
excel beyond class structures
 Empty buzz words at most schools

8. Why S.T.E.A.M.?
In our increasingly technology-driven and technology-dependent
world, young people today not only desire - but require - an
understanding of the varied and imaginative ways they can use
technology to create, communicate and fabricate.
Why FLOW?
Joyful, meaningful, relevant learning experiences inspire and
motivate students to work hard and persevere
Why INDEPENDENT LEARNERS?
School should no longer limit itself to preparing students for
more school. It should prepare students for life. And life today
requires life-long learning.

9. 9:00 am CORE
Students meet in groups of 18 for teacher-guided active-learning
experience designed to optimize flow. 55 minute Literature Seminar,
Writer’s Workshop, Math class or 85 minute History PBL course or
Science hands-on Lab.
10:30 am Recess / Snack/ student-led clubs meet
11:00 am S.T.E.A.M. PROJECTS
In classes of 12-24, mixed ages, students pursue individual and
collaborative problem-solving and creation in the Fab Lab, Technology
and Multi-Media Center, or Visual Arts Studio... creating apps,
videogames, robots, websites, functional objects and multi-media
works of art
12:30 pm lunch and recess
1:15 pm EDIFY
Students progress through multi-modal lessons and activities,
independently and collaboratively, guided by teachers as needed
2:15 pm S.T.E.A.M.
PE 2/wk, Blended Learning For Lang 1/wk
3:40 pm Meet 1/wk with Advisor

11. The mission of our school is to provide students with
joyful and engaging learning experiences
that will
guide them to become independent learners, critical
thinkers, and problem solvers,
and develop the character
traits and attitudes necessary for them to succeed in their
future endeavors.
These traits include grit, curiosity,
integrity and responsibility, as well as valuing humor,
collaboration, excellence and play.

12. We will expose our students to a wide range of
disciplines, experiences, and professions
so that they can
discover their own interests and talents.
For those students
wanting to pursue post-secondary education, our program
supports their admission to an excellent college or
university well-suited for the field they wish to pursue.

13. The mission of our school is to provide students with
joyful and engaging learning experiences that will guide
them to become independent learners, critical thinkers,
problem solvers, and develop the character traits and
attitudes necessary for them to succeed in their future
endeavors. These traits include grit, curiosity, integrity
and responsibility, as well as valuing humor,
collaboration, excellence and play.

14. The mission of our school is to provide students with
joyful and engaging learning experiences that
will guide them to become independent learners, critical
thinkers, problem solvers, and develop the character
traits and attitudes necessary for them to succeed in their
future endeavors. These traits include grit, curiosity,
integrity and responsibility, as well as valuing humor,
collaboration, excellence and play.

15. FLOW
The mental state of operation in which a
person in an activity is immersed in a
feeling of energized focus, full
involvement, and success in the process of
the activity.

16. The experience flow most often arises when, “goals were
clear, and feedback with respect to meeting those goals
was immediate and forthcoming…and the challenge of
the activity is well matched to the individual’s skills.”
…when students perceive themselves to be “active, in
control, and competent” - also described as ‘purpose’ (this
is meaningful), ‘autonomy’ (I have some control over what
I am doing), and ‘mastery’ (I can figure this out)…

17. ① EDIFY: clear goals, immediate feedback, challenge
matched to student’s abilities
② PROJECTS: active, meaningful, hands-on learning;
students choose problems to investigate
③ FACULTY: professional development on Positive
Psychology of FLOW for designing optimal
learning experiences; schedule supports faculty
collaboration and prep
④ STAKEHOLDERS: community, continually
improving program in response to data

18.  Subjects include:
 Math
 Grammar
 Foreign Language
 ‘Tech Tools for Learning’
 Computer coding/programming
 Structure
 Self-assess to pass through ‘unit’ or identify learning gaps
 Learn by choosing from different activities:
 Read/view resource (text, video, etc.) individually
 Collaborate with a partner or group on an ‘investigation’ or game
 Join a teacher-led discussion
 Complete an online activity or game, interact with others virtually
 Demonstrate mastery by completing unit’s culminating assignment
or assessment

19.  Fab Lab – Maker’s Space
 Computer-controlled tools that cut and engrave hard
materials including wood, metals, plastics
 Computer-controlled tools that fuse materials and ‘print’
3D objects
 Robotics supplies and Circuits enable creations with
embedded electronics
 Multi-Media Lab
 Cameras, gaming equipment, commercial grade software
 Support visual arts, design, video game development,
film-making, animation
 Visual Arts and Design
 High level instruction, individualized attention
 Empower students to define personal objectives and
refine artistic voices

20.  Professional development
 Hiring profile: evidence of flow, constructivism, PBL,
student-centered learning, joyful approach to learning
 Scheduled
 Daily time for collaboration, reflection
 Longer blocks for PBL (History, Science, PROJECTS)
 ELA/Math teachers available for students’ EDIFY time
 72 student load, 18 class size
 ‘Community of Learners’ flow for faculty
 Action research
 Nat’l Board Certification cohorts
 Critical Friends groups

21. Math

22. English

23. History (or Science)

24. PROJECT STUDIOS (S.T.E.A.M.)

26.  BI-ANNUAL SURVEYS: analysis, follow-up, adjust program in
response to data, communicate survey results and response
 ADVISOR and communicative FACULTY:
 Advisor as first point of contact
 Time in Advisor schedule to communicate with
students and families
 Policy of staff returning parent/student messages
within 24 hours
 SITE-BASED BOARD of elected family, faculty and older
student representatives meet monthly with Principal
 ACTIVE PARENT ASSOCIATION: Monthly Town Hall Style
meetings, ongoing community-building social activities,
committees to address needs, questions, concerns,
interests

27.  Community of Learners
 ‘The Book’- listing family and friends’ skills, supports projects
and student learning process
 School-based educational events for families
 ‘One City One Book’ type programs
 Public displays, celebrations, and demonstrations
 Weekly Community Meetings
 Ongoing events presenting student work to families/friends
 Annual 5-7 day Outward Bound-like orientation/retreat
 Build trust and community
 Induct students into practices for independent learning and
collaborative Project-Based Learning
 Strengthen school’s daily protocols of Communication and
Connection (ex. Way of Council, Tribes), affirming joyful,
healthy communities

28.  Student and family surveys
 Applicant wait lists
 Retention of teachers who receive positive
evaluations
 Anecdotal evidence: Student ambassadors share
experiences with visitors

29. The mission of our school is to provide students with
joyful and engaging learning experiences that will guide
them to become independent learners, critical thinkers,
problem solvers, and develop the character traits and
attitudes necessary for them to succeed in their future
endeavors. These traits include grit, curiosity, integrity
and responsibility, as well as valuing humor,
collaboration, excellence and play.

30. The mission of our school is to provide students with
joyful and engaging learning experiences that will guide
independent learners, critical thinkers,
problem solvers, and develop the character traits and
attitudes necessary for them to succeed in their future
endeavors. These traits include grit, curiosity,
integrity and responsibility, as well as valuing
humor, collaboration, excellence and play.

32. ① Edify
② Project-Based Learning and Interest
Explorations
③ Explicit, tutor-less test prep

33.  Self-paced, mastery-based, skill learning
 Progress from heavy teacher/advisor support
 Personalized Learning Plan goal-setting,
accountability
 Weekly advisor meetings monitor student progress
 Bi-weekly as students demonstrate readiness
 Student-suggested resources, student reviews
 ‘Technology Tools for Learning’ guides students in
identifying / evaluating learning resources
 Faculty / advisors monitor student contributions, ensure
students finding appropriate resources
 20%-70% of instructional minutes in structured class

34.  Templates provide structures and models
 History, S.T.E.A.M. lab courses
 Culminating projects in 8th and 11th grade
 ‘Interest Explorations’ transition from teacher-guided
to student-led
 For students with S.T.E.A.M. and academic interests
Projects and Core courses serve as template/model for their
own investigations
 For others, Advisor provides structure
 Explicit guidelines for communication and informational
interviews
 Faculty-monitored email, phone, in-person
communications
 Off-campus shadowing / internships / mentors

35.  EDIFY multi-resource test-prep courses
 Non-virtual library of test-prep materials
 School provides official timelines: deadlines and
suggested assignments
 Peer support in preparation for standardized tests
 Faculty assign younger students to appropriate groups
 Older students guided in forming their own study groups
 School provides test simulations
 Supporting students in analyzing data, reviewing their
gaps in understanding as measured by tests

36. CORE Courses
 2 hrs/week (tracked) math class
 2 hrs/week ELA Seminar
 4 hrs/week math/ELA *EDIFY time
 3 hrs/week Science
 3 hrs/week History
 1 hr/week Foreign Language Seminar (online program)
Non-Core Courses
 2 hrs/week PE
 ½ hr/day recess/clubs
 10.67 hr/week PROJECTS/EDIFY/Interest Exploration
 1 hr/week Community Meeting (assembly)
 20 min/week Advisor meeting

39. CORE courses
 3 hr/wk ELA
 1.5 hr/wk Math
 3 hr/wk EDIFY Math/ELA
 3 hr/wk History or Science (trade off semesters)
 4.5 hr/wk undefined EDIFY
 1.5 hr/wk Foreign Language
Non-Core courses
 13 hr/wk undefined: projects, interest exploration, arts, off-
campus immersion/internship
 Two 45 min/wk PE
60 min/wk small group Advisory/Grade mtng
20 min/wk Advisor mtng
20-60 min/wk Community mtng

43. THEY CAN…
 successfully progress through EDIFY courses
 achieve class goals despite decreased structured class time
 design and implement a culminating project in 8th and 11th grade
 reflects their interests
 involves posing a question to investigate and analyze
 guided/supervised by a faculty / mentor / Advisor
 mini-thesis experience
 complete increasingly-independent ‘Interest Explorations’
 identify and utilize resources beyond those chosen by teachers to
achieve learning goals
 pursue learning by contacting experts beyond school community
 achieve high scores on standardized tests without tutor support

44. The mission of our school is to provide students with
joyful and engaging learning experiences that will guide
them to become independent learners, critical thinkers,
problem solvers, and develop the character traits and
attitudes necessary for them to succeed in their future
endeavors. These traits include grit, curiosity, integrity
and responsibility, as well as valuing humor,
collaboration, excellence and play.

45. The mission of our school is to provide students with
joyful and engaging learning experiences that will guide
independent learners, critical thinkers, problem solvers,
and develop the character traits and attitudes necessary
for succeed in their future
endeavors. These traits include grit, curiosity,
integrity and responsibility, as well as valuing humor,
collaboration, excellence and play.

47. EDIFY and PLP
 Accountability, mastery-based, transparency
CURRICULUM
 Aligned to National Standards
 Emphasizes Learning To Be, To Do, To Know
 ‘To be’: students “discover who they are.”
 ‘To do’: skills that “influence and change their
surroundings,” technical, abstract such as leadership and
time management
 ‘To know’: enables students to “…make sense of the world
they inherited… understand connections to what came
before us and what might come after”

48. FOSTER HEALTHY COMPETITIVE SPIRIT
 Learn from struggles and successes
 Behave graciously in victory as well as in defeat
 Projects culminate in public demonstrations of work subject to
evaluation/feedback
 Maker’s Faire, Science Fair, Robotics First, STEM/arts/writing
contests
 Projects with ‘real’ applications to be shared with business/gov’t/CB
 Writing and Arts pieces submitted to selective publications
HERO’S JOURNEY THREADED INTO PROGRAM
 Individual hero’s journey to discover and develop interests and
talents, and explore how they might be put to use for the
benefit of the broader world
 Analyze life and traits of heroes

49.  Current students
 Repeated participation rates in contests and
competitions, with improved results
 Low rates of disciplinary hearings regarding ethical and
behavioral violations
 High rates of opt-ins to honor level challenges
 Alumni:
 Admission and completion of college, competitive high
schools, pre-professional programs
 Survey data attesting to career and personal growth
pursuits

50. We will expose our students to a wide
range of disciplines, experiences, and
professions so that they can discover
their own interests and talents. For
those students wanting to pursue post-
secondary education, our program
supports their admission to an excellent
college or university well-suited for the
field they wish to pursue.

51.  Science, Technology, Engineering, Arts, Mathematics in
PROJECTS courses
 Personalized ‘Interest Explorations’ into career fields
and interdisciplinary analyses
 After-School
 In collaboration with parents and Community-Based
Organizations, we will offer a fee-based after-school
program to serve student interests not covered in the
program
 Music, Drama, Athletics, Entrepreneurialism, et al.

52. Estimated
 Salary, benefits
 Program resources and supplies
 FFE
 Operating expenses
Unknown
 Facilities lease and prep

54. Operating
Services
24%
FFE & Supplies
6% Full-Time
Salaries
55%
Employee
Benefits
15%

55. Rent $30/ft2, 100ft2/student = $3,000/student
 6 months’ rent carrying costs - $216,000
 Building improvements - $100,000
Computers for staff, students purchase own laptops
Standard FFE costs + $63,000 Fab Lab
Average teacher salary $70,000
Back office provider $45,000
School buys all curricular texts and subsidizes field trips
School growth:
 Year 1: 6th and 7th grade 144 students
 Year 2: 6th – 9th grade 288 students
 Year 3: 6th – 10th grade 360 students

57. Note: Clerical, maintenance, HR, security not included. Lower costs likely
with lower faculty salaries, and more novice / fewer master teachers.

61.  10 Classrooms
 2 Math, 2 ELA
 3 History/Foreign Language
 3 Science/Foreign Language
 3 PROJECTS spaces
 Fab Lab Maker Space
 Multi-Media Technology Lab
 Visual Arts Studio
 EDIFY (quiet & collaborative learning) space/s for full
grade (72)
 Cafeteria accommodating 108 students
 8 private offices for Advisor meetings
 PE accommodating 35 students concurrently

62. Actual cost for Marymount’s Fab Lab (private school NYC)

63. Private office space with phone
Accommodate 1 student, 2-4 adults

64. Since the bulk of the day involves students working
individually, in pairs, or in small groups, our facility will not
look like a traditional school building.
 Multiple spaces for students study groups and individual
quiet study
 Good insulation to reduce noise distractions
 Natural light so feeling of openness complements the
focused concentration required of students to learn
 Ideally, 1 library-like space / grade, accommodates 60-80
students
 Alternatively, multiple workspace areas accommodate 30-
40 students, 2 per grade, or if shared spaces 3 per every 2
grades

66. High quality brochures and website are essential to attracting
applicants, but the heart of our plan is not slick marketing.
For parents take a chance on the unknown - especially one with a
tuition - they need to be persuaded that this is their school, and they
need it. They will not apply as isolated individuals, but as peer
groups. Targeted conversations with groups of parents will
generate excitement about the possibility that their child, and his
friends, may gain admission to this new, amazing school.
 Invite-only gatherings in homes and local businesses
 Parent leaders and educational experts embraced as thought
partners and co-founders
 Presence in neighborhood, representing TNA in community
 Coverage by unofficial and established press/media
 Summer program and/or after-school program
 Orientation sessions with hands-on EDIFY or PROJECTS experiences

67. Market research revealed:
 Challenging and disappointing application process for
public middle schools (only B’klyn District 15 good)
 Selective public schools force children to choose specific
‘major’ too young
 Public Schools too large
 class size >30
 grade size >300 (middle), >700 (high school)
 Cannot afford $40,000+ per year per child
 Can afford $40,000+, but not enough spots for them in
private schools
 Foreign Language learning not robust
 Either Arts or STEM, not both
 Not enough gym/recess time
 Too much homework

68.  Allotted time 1.5 hrs, 4-5 days/wk
 72 student load per semester, 144 students in 1
year
 2 fewer Core teachers needed every 2 grades
 Saves $155,000-$200,000 per year every 2 grades
 Students have one less Core Course to work on
each semester
 Reduced stress? Increased efficiency?
 Miss History in Science Semester or vice versa?

69.  Student’s school hours 9-5
 Open ‘Lab’ time (tutors to help) – 11.5 hr/wk
 PROJECTS time – 7.5 hr/wk
 Core Teacher Time – 12.5 hr/wk
 1 hr/wk Math (12 students)
 4 hr/wk ELA (12 students)
 2.5 hr/wk History/Science/For. Lang. (24 students)
 Advisor Meeting – 15 min/wk
 1 Advisor per 72 students

74.  *Facility identification and prep
 *Marketing and Admissions
 COURSE DESIGN:
 Build EDIFY - consultant can cobble programs together for low price product
 MATH EDIFY: since only 2 hr/wk and teacher given minimal prep time, must build
Edify and multiple assessments and multi-modal learning activities to support
students assessing selves, trying different ways to learn, re-assessing
 ‘TECH TOOLS FOR LEARNING’: program relies on students becoming
independent learners at young age, this course must provide the tools and
guidance to enable students to identify/evaluate resources and to understand
and affirm an honor code (integrity, responsibility, discipline) necessary for
productive use of unstructured time
 Foreign Language blended learning (LA potential partners
 Identify, Recruit, Hire Faculty and Staff
 Plan Faculty Institute
 Plan Orientation for Students
 Determine/Create Assessments for all incoming students to identify
gaps/strengths
 Identify Assessments to use as benchmarks
 Finalize curricular choices, purchases
 Furniture, Fixtures, Equipment