Brunson Elementary – Mr. Jeff Faullin, Principal The Empowerment Modeling Initiative Willie G. Stevens, Ph.D.

Brunson Elementary – Mr. Jeff Faullin, Principal

The Empowerment Modeling Initiative

Willie G. Stevens, Ph.D.

Goal for this session:Goal for this session:

We will provide strategies to We will provide strategies to increase the capacity to use increase the capacity to use disaggregated data to develop disaggregated data to develop initiatives and increase achievement initiatives and increase achievement for students in the 21for students in the 21stst century. century.

The Empowerment

Modeling Initiative

We are educators, community We are educators, community advocates and researchers who advocates and researchers who believe in empowering individuals believe in empowering individuals and groups to bring about a and groups to bring about a positive change for children and positive change for children and education. We use the skills and education. We use the skills and talents of experts and community talents of experts and community residents alike to create new and residents alike to create new and innovative ideas that invoke innovative ideas that invoke lifelong changes.lifelong changes.

In the School In the School CommunityCommunity

MultiSituationalMultiSituational

EmpowermentEmpowermentModelingModeling

1.1. AwarenessAwareness2.2. Comprehension Comprehension 3.3. ApplicationApplication4.4. AnalysisAnalysis5.5. Synthesis Synthesis 6.6. EvaluationEvaluation

Bloom’s Knowledge TaxonomyBloom’s Knowledge Taxonomy

Empowering Empowering Parents and Parents and

StudentsStudents

Empowering Empowering administrators administrators and educatorsand educators

EMI ContinuumEMI Continuum

EMI Application ModelEMI Application Model

1.1. Knowledge in one’s subject disciplineKnowledge in one’s subject discipline

2. Application within one’s discipline2. Application within one’s discipline3. Application across multi- 3. Application across multi-

disciplines and respectdisciplines and respect4. Application to real-world 4. Application to real-world

predictable situationspredictable situations5. Application to real-world 5. Application to real-world

unpredictable situationsunpredictable situations

1 2 3 4 5

ApplicationApplication

KnowledgeKnowledge

1

2

3

4

5

6

EMI FrameworkEMI Framework

1

2

3

4

5

6

1 2 3 4 5


1

2

3

4

5

6

1 2 3 4 5

A


1

2

3

4

5

6

1 2 3 4 5

A B


1

2

3

4

5

6

1 2 3 4 5

A B

C


1

2

3

4

5

6

1 2 3 4 5

A B

DC


KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC


1

2

3

4

5

6

1 2 3 4 5

A B

DC


• Identify the students at risk.• Locate the students who need

help the most.• Target the resources to the

students that need the help the most.

• Focus our concern on improving the entire system.

• The vision of the leader compels members of the organization to share an image or philosophy.

• Use the vision daily to assess whether it is being achieved daily.

• Use organizational management and leadership communication as part of EMI.

• Obtain historical data about local school team intervention on three levels – individual school, school district and state level.

• Include all teachers, parents, central offices staff, community and business partners for building the process.

• Leader’s vision is an essential element to empowering school community.

• Building a EMI model translates the vision into reality.

• Sanctify total commitment and participation of staff, parents, and students.

• The school vision is a necessary component in making the organization highly effective in promoting quality.

1

2

3

4

5

6

1 2 3 4 5

A B

DC

EMI FrameworkEMI Framework• Analyze the graphs of the

perimeters and areas of squares having different-length sides.

• Determine the largest rectangular area for a fixed perimeter.

• Identify coordinates for ordered pairs that satisfy an algebraic relation or function.

• Determine and justify the similarity or congruence for two geometric shapes.

• Obtain historical data about local weather to predict the chance of snow, rain, or sun during year.

• Test consumer products and illustrate the data graphically.

• Plan a large school event and calculate resources (food, decorations, etc.) you need to organize and hold this event.

• Make a scale drawing of the classroom on grid paper, each group using a different scale.

• Calculate percentages of advertising in a newspaper.

• Tour the school building and identify examples of parallel and perpendicular lines, planes, and angles.

• Determine the median and mode of real data displayed in a histogram

• Organize and display collected data, using appropriate tables, charts, or graphs.

Identification of Students At Risk• Identify the students at risk• Locate the students who need help

the most.• Target the resources to the students

that need the help the most.• Focus our concern on improving the

entire system.

1

2

3

4

5

6

1 2 3 4 5

A B

DC


• Express probabilities as fractions, percents, or decimals.

• Classify triangles according to angle size and/or length of sides.

• Calculate volume of simple three- dimensional shapes.

• Given the coordinates of a quadrilateral, plot the quadrilateral on a grid.

• Analyze the graphs of the perimeters and areas of squares having different-length sides.








Empowerment Vision - Quadrant• Leader’s vision is an essential

element to empowering school community.

• Building a EMI model translates the vision into reality.

• Sanctify total commitment and participation of staff, parents, and students.

• The school vision is a necessary component in making the organization highly effective in promoting quality.

1

2

3

4

5

6

1 2 3 4 5

A B

DC














Organization Vision - Quadrant• The vision of the leader compels members

of the organization to share an image or philosophy.

• Use the vision daily to assess whether it is being use on a daily bases.

• Use organizational management and leadership communication as part of EMI.

1

2

3

4

5

6

1 2 3 4 5

A B

DC






• Analyze the graphs of the perimeters and areas of squares having different-length sides.








Community Involvement - Quadrant• Obtain historical data about local

school team intervention on all three levels – individual school, school district and state level.

• Include all teachers, parents, central office staff, community and business partners for building the process.

MultiSituational

Empowerment Modeling Initiative

List

EMI TeamEMI Team EC CoordinatorEC Coordinator Title I Coordinator Title I Coordinator Parent/sParent/s Teacher/s Teacher/s Guardian Guardian Social WorkerSocial Worker CounselorCounselor Home School Home School

CoordinatorCoordinator

Community MentorCommunity Mentor Curriculum CoordinatorCurriculum Coordinator Dropout Prevention Dropout Prevention

CoordinatorCoordinator School Resource OfficerSchool Resource Officer Mental Health DepartmentMental Health Department Department of Social Department of Social

Services Services Administrator/sAdministrator/s Juvenile Court Counselor Juvenile Court Counselor

Selection of Strategies Based on Selection of Strategies Based on EMI Framework:EMI Framework:

1.1. Severe Problems in the home, Severe Problems in the home, community, and or at schoolcommunity, and or at school

2.2. Exclusion from community activities Exclusion from community activities as a result of problems.as a result of problems.

3.3. Documented lack of ability/skills in the Documented lack of ability/skills in the areas of speech, gestures, etc. tied to areas of speech, gestures, etc. tied to grade level/course level.grade level/course level.

Tools for EMI

Extra Work 4 Strong Teacher 5 Know Subject 6

Rigorous Work 3High Expectations 2

Clear Goals 1

Application - EMI Model

1. Knowledge

2.Apply within a discipline

3.Apply between disciplines

4.Apply to real-world predictable problems

5.Apply to real-world unpredictable problems

Levels

C D

A B 1 2 3 4 5

456

321

EMI’s

Application

National Assessment of Educational Progress (NAEP)

Reading Grade 4

Below Basic Proficient

35% 33% 25%

Reading Grade 8

Below Basic% Proficient

30% 41% 26%

“Act from Inspiration, not from Desperation!”

The only difference in Ordinary and Extraordinary is you add Extra!!!

National Assessment of Education Progress (NAEP)

Math Grade 4

Below Basic Proficient Advance

13% 43% 35% 8%

Math Grade 8

Below Basic% Proficient Advance

26% 38% 26% 9%

NC School Report Cards

High Student Performance All White Black Hispanic Am

Indian

Asian/Pac-

Island

Multi-

Racial

2009 - 2010 66.3% 78.7% 47.0% 51.5% 52.6% 77.3% 67.8%

2008 - 2009 63.9% 76.7% 43.6% 48.9% 49.2% 76.5% 65.5%

Percent Change 2.4% 2.0% 3.4% 2.6% 3.4% 0.8% 2.3%

NC School Report Cards

High Student Performance White Black HispanicAm

Indian

Asian/

Pac-

Islander

Multi-

Racial

2009 - 2010 88.5% 67.0% 74.1% 71.7% 88.0% 83.3%

2008- 2009 81.0% 53.2% 63.6% 62.6% 83.3% 74.0%

Percent Change 7.5% 13.8% 10.5% 9.1% 4.7% 9.3%

EMI Guiding Principles Responsibility Relationship Observation Determination Optimism Courage

Respect Compassion Adaptability Honesty Trustworthiness Consistency

The process of improving student performance goes by many different names. It has been referred to as school improvement, school reform, school reinvention, and school restructuring. No matter what it’s called, it comes down to the single goal of raising student achievement through change.

Dr. Willie G. Stevens – Empowerment Modeling Initiative

Phone 336-391-3421

E-mail [email protected]

Brunson Elementary – Mr. Jeff Faullin, Principal The Empowerment Modeling Initiative Willie G. Stevens, Ph.D.

Documents

b slide

b c slide

school vision

b d c slide

b d c emi framework

educators emi continuum

school building

emi model