The Empowerment Modeling
Initiative
Willie G. Stevens, Ph.D.
Brunson Elementary – Mr. Jeff Faullin, Principal
Goal for this session:
We will provide strategies to
increase the capacity to use
disaggregated data to develop
initiatives and increase achievement
for students in the 21st century.
The
Empowerment
Modeling
Initiative
We are educators, community
advocates and researchers who
believe in empowering individuals
and groups to bring about a
positive change for children and
education. We use the skills and
talents of experts and community
residents alike to create new and
innovative ideas that invoke
lifelong changes.
In the School
Community
Empowerment
Modeling
MultiSituational
Bloom’s Knowledge Taxonomy
1.
2.
3.
4.
5.
6.
Awareness
Comprehension
Application
Analysis
Synthesis
Evaluation
EMI Continuum
Empowering
Parents and
Students
Empowering
administrators
and educators
EMI Application Model
1. Knowledge in one’s subject discipline
2. Application within one’s discipline
3. Application across multidisciplines and respect
4. Application to real-world
predictable situations
5. Application to real-world
unpredictable situations
EMI Framework
6
Knowledge
5
4
3
2
Application
1
1
2
3
4
5
EMI Framework
6
5
4
3
2
1
1
2
3
4
5
EMI Framework
6
5
4
3
2
1
A
1
2
3
4
5
EMI Framework
6
5
4
3
2
1
B
A
1
2
3
4
5
EMI Framework
6
5
4
C
3
2
1
B
A
1
2
3
4
5
EMI Framework
6
5
4
C
D
A
B
3
2
1
1
2
3
4
5
EMI Framework
K
N
O
W
L
E
D
G
E
C
D
A
B
APPLI CATI O N
EMI Framework
6
5
4
•
•
•
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.
C
•
•
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.
D
3
2
1
• 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.
A
1
2
• 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.
B
3
4
5
EMI Framework
6
5
4
3
2
1
•
•
•
•
•
C
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.
A
• 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.
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.
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
Calculate percentages of advertising in
a newspaper.
entire system.
1
D
B
2
3
4
5
EMI Framework
6
5
4
•
•
•
•
3
•
2
•
•
1
•
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.
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
Express probabilities as fractions,
percents,
or decimals.
students.
Classify triangles according to
• size
The
school
vision is a necessary
angle
and/or
length of sides.
Calculate volume of simple threecomponent in making the
dimensional shapes.
Given the
coordinates of a
organization
highly effective in
quadrilateral, plot the quadrilateral
promoting quality.
on a grid.
C
D
B
A
1
2
3
4
5
EMI Framework
•
6
4
3
•
2
•
•
1
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.
• Calculate
percentages of advertising
in
Express
probabilities
as fractions,
• Use
organizational
management
and
a newspaper.
percents, or decimals.
• Tour the schoolas
building
and identify
communication
part
of
Classify leadership
triangles according to
examples of parallel and perpendicular
angle size and/or length of sides.
EMI.
lines, planes, and angles.
Calculate volume of simple three-
D
C
5
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.
A
dimensional shapes.
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
1
2
B
• Determine the median and mode of real
data displayed in a histogram
• Organize and display collected data,
using appropriate tables, charts, or
graphs.
3
4
5
EMI Framework
6
5
4
•
•
•
•
3
•
2
1
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.
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
• Calculate
percentages
of advertising in
Express probabilities as fractions,
a newspaper.
percents,the
or decimals.
process.
• Tour the school building and identify
D
C
• Classify triangles according to
angle size and/or length of sides.
• Calculate volume of simple threedimensional shapes.
• Given the coordinates of a
quadrilateral, plot the quadrilateral
on a grid.
A
1
2
B
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.
3
4
5
MultiSituational
Empowerment
Modeling Initiative
List
EMI Team








EC Coordinator
Title I Coordinator
Parent/s
Teacher/s
Guardian
Social Worker
Counselor
Home School
Coordinator








Community Mentor
Curriculum Coordinator
Dropout Prevention
Coordinator
School Resource Officer
Mental Health Department
Department of Social
Services
Administrator/s
Juvenile Court Counselor
Selection of Strategies Based on
EMI Framework:
1.Severe Problems in the home,
community, and or at school
2. Exclusion from community activities
as a result of problems.
3.Documented lack of ability/skills in the
areas of speech, gestures, etc. tied to
grade level/course level.
Tools for EMI
Know Subject 6
Strong Teacher 5
Extra Work 4
Rigorous Work 3
High 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
EMI’s
6
5
4
3
2
1
C
D
A
B
1
2 3 4 5
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/
PacIsland
MultiRacial

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
Asian/
PacIslander
MultiRacial
High Student Performance
White
Black
Hispanic
Am
Indian
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
E-mail
336-391-3421
swsteven@bellsouth.net