beacon beams beacon – twinwest innovative partnership business education partnership programming...

Beacon BEAMSBeacon BEAMSBeacon – TwinWest Innovative PartnershipBeacon – TwinWest Innovative Partnership

Business Education Business Education Partnership Programming Partnership Programming

TwinWest and Beacon AcademyTwinWest and Beacon Academy

Beacon BEAMSBeacon BEAMS

BBolsteringolstering EEducationalducational AAchievement by chievement by MMotivating otivating SStudents tudents

Beacon AcademyBeacon Academy

A caring community with high A caring community with high expectations for character and expectations for character and

learning.learning.

Core Knowledge Core Knowledge Character Education Character Education Spanish InstructionSpanish Instruction

Beacon AcademyBeacon Academy

We are a charter school in Maple We are a charter school in Maple Grove.Grove.

We serve around 280 families in your We serve around 280 families in your communities.communities.

We employ over 50 metro We employ over 50 metro community members, 32 of which community members, 32 of which are licensed teachers.are licensed teachers.

Character EducationCharacter Education

We have built our Character Education We have built our Character Education Program around the 40 Program around the 40 developmental assets identified by developmental assets identified by the Search Institute. the Search Institute.

Character EducationCharacter Education

The Developmental Assets help mold The Developmental Assets help mold our students by providing them our students by providing them opportunities to become caring, opportunities to become caring, responsible adults through positive responsible adults through positive experiences, service projects and experiences, service projects and community out reach programs.community out reach programs.

www.www.searchsearch--instituteinstitute.org/.org/

40 Assets40 Assets Other Adult RelationshipsOther Adult Relationships | Child receives | Child receives

support from adults other than her or his support from adults other than her or his parent(s). parent(s).

Community Values YouthCommunity Values Youth | Child feels valued | Child feels valued and appreciated by adults in the community.and appreciated by adults in the community.

Children as ResourcesChildren as Resources | Child is included in | Child is included in decisions at home and in the community.decisions at home and in the community.

www.www.searchsearch--instituteinstitute.org.org//

40 Assets40 Assets Adult Role ModelsAdult Role Models | Parent(s) and other adults | Parent(s) and other adults

in the child’s family, as well as nonfamily adults, in the child’s family, as well as nonfamily adults, model positive, responsible behavior. model positive, responsible behavior.

Service to OthersService to Others | Child has opportunities to | Child has opportunities to help others in the community.help others in the community.

Learning Engagement Learning Engagement | Child is responsive, | Child is responsive, attentive, and actively engaged in learning at attentive, and actively engaged in learning at school and enjoys participating in learning school and enjoys participating in learning activities outside of school.activities outside of school.

www.www.searchsearch--instituteinstitute.org.org//

Why TwinWest?Why TwinWest?

““TwinWest is an advocate for TwinWest is an advocate for business. We are the voice of business. We are the voice of business in government and provide business in government and provide our members opportunities to grow our members opportunities to grow their businesses and improve their their businesses and improve their communities.” communities.”

http://www.twinwest.com/http://www.twinwest.com/

Business Education Partnership Business Education Partnership ProgrammingProgramming

““TwinWest’s Business Education TwinWest’s Business Education Partnership (BEP) initiative is a long-Partnership (BEP) initiative is a long-standing effort to align today’s standing effort to align today’s education programs with tomorrow’s education programs with tomorrow’s workforce needs. We engage our workforce needs. We engage our business members with our five business members with our five school district partners in meaningful school district partners in meaningful and dynamic ways.”and dynamic ways.”


Why we should be the 6Why we should be the 6thth district district

Possible benefits to your 1,000 membersPossible benefits to your 1,000 members

Build relationships and make new contacts to grow your Build relationships and make new contacts to grow your business. business.

Market your business to an exclusive audience. Market your business to an exclusive audience. Become involved in influencing public policy to improve the Become involved in influencing public policy to improve the

business climate in your city, county, state and nation. Or, business climate in your city, county, state and nation. Or, simply benefit from our efforts to do this on your behalf. simply benefit from our efforts to do this on your behalf.

Develop your professional skills and knowledge. Develop your professional skills and knowledge. Contribute your time, expertise and other resources to Contribute your time, expertise and other resources to

create a stronger local economy and a better-prepared create a stronger local economy and a better-prepared workforce. workforce.


World Class Education, retrieved http://fineartamerica.com/images-medium/world-class-education-okpara-nosakhere.jpg

Characteristics of a World Class Characteristics of a World Class EducationEducation

““Schools across the world- whether in Schools across the world- whether in Africa, the Americas, Asia, Europe, or Africa, the Americas, Asia, Europe, or Oceania- tend to share some basic Oceania- tend to share some basic features: They are designed to prepare features: They are designed to prepare children and youth to become engaged children and youth to become engaged citizens, ethical human beings, and citizens, ethical human beings, and productive workers who will contribute to productive workers who will contribute to the societies in which they live” the societies in which they live”

(Suarez-Orozoco and Sattin, 2007, p. 58).(Suarez-Orozoco and Sattin, 2007, p. 58).


““The kind of learning we need…involves the The kind of learning we need…involves the ability to think critically and solve problems ability to think critically and solve problems and to judge what is relevant, what is and to judge what is relevant, what is accurate, and what is right” (Hersh, 2009, accurate, and what is right” (Hersh, 2009, p.52).p.52).


Commitment to Beacon Academy’s School CultureCommitment to Beacon Academy’s School Culture• Strong mission/sense of purposeStrong mission/sense of purpose

““A great education for every child!”A great education for every child!”

• Innovative & engaged leadershipInnovative & engaged leadership Leadership that follows current research, seeks creative solutions to issues, and Leadership that follows current research, seeks creative solutions to issues, and

believes that change presents opportunities to growbelieves that change presents opportunities to grow

• Constant collaborationConstant collaboration Between teachers and administrators, between teachers themselves, between Between teachers and administrators, between teachers themselves, between

students and teachers, and between students and community membersstudents and teachers, and between students and community members

Wilson, L. (2009)Wilson, L. (2009)


Development of Rigorous & Relevant Educational Development of Rigorous & Relevant Educational ExperiencesExperiences• Meaningful & authentic learning experiences Meaningful & authentic learning experiences

Both in the work and research done but also in the assessment of their Both in the work and research done but also in the assessment of their knowledge knowledge

Emphasis on project-based learning, school-community interaction, and 21Emphasis on project-based learning, school-community interaction, and 21stst Century SkillsCentury Skills

• High expectationsHigh expectations Core Knowledge curriculum followed to ensure students possess the Core Knowledge curriculum followed to ensure students possess the

essential knowledge to be able to utilize cutting edge skillsessential knowledge to be able to utilize cutting edge skills

Wilson, L. (2009)Wilson, L. (2009)


Core KnowledgeCore Knowledge““We believe that every person in a diverse democratic We believe that every person in a diverse democratic society deserves equal access to the common knowledge society deserves equal access to the common knowledge base that draws together its people, while recognizing our base that draws together its people, while recognizing our differing traditions and contributions” (Core Knowledge differing traditions and contributions” (Core Knowledge Foundation, http://coreknowledge.org/our-philosophy).Foundation, http://coreknowledge.org/our-philosophy).

• Curriculum that outlines Curriculum that outlines specific, research-based specific, research-based content content knowledge for school classrooms.knowledge for school classrooms.


2121stst Century Skills Century Skills““We must also teach students to apply knowledge, to We must also teach students to apply knowledge, to think horizontally crossing disciplines and connecting think horizontally crossing disciplines and connecting dots to make sense of the seemingly infinite information dots to make sense of the seemingly infinite information available…” (Hersh, 2009, p.52).available…” (Hersh, 2009, p.52).

• Students must Students must learn to apply content learn to apply content knowledge knowledge using skills that will be specifically important for their using skills that will be specifically important for their success in the coming century, including success in the coming century, including critical critical thinking, collaboration, problem-solving, thinking, collaboration, problem-solving, creativity, and innovationcreativity, and innovation..

• Problem-based learning is focus Problem-based learning is focus of all classrooms to of all classrooms to ensure students have opportunity to push education into ensure students have opportunity to push education into their community, practice skills emphasized, & find their community, practice skills emphasized, & find authentic ways to demonstrate their knowledgeauthentic ways to demonstrate their knowledge

Characteristics of World Class Education: 21Characteristics of World Class Education: 21stst Century SkillsCentury Skills

Framework for 21Framework for 21stst Century Learning, http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120 Century Learning, http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120

Our VisionOur Vision

• Create an academic Create an academic environment that environment that is is world class.world class.

• Collaborate with our Collaborate with our community and community and business experts to business experts to motivate learners to motivate learners to achieve academically.achieve academically.

Our FocusOur FocusOur FocusOur Focus

• Real world application of Real world application of curriculum.curriculum.

• Collaborative problem Collaborative problem solving with an solving with an integration of integration of technology.technology.

• Relationship building Relationship building with primary with primary source/mentors from the source/mentors from the community. community.

• Real world application of Real world application of curriculum.curriculum.

• Collaborative problem Collaborative problem solving with an solving with an integration of integration of technology.technology.

• Relationship building Relationship building with primary with primary source/mentors from the source/mentors from the community. community.

Why?Why?• Students are traditionally Students are traditionally

taught subjects in isolation and taught subjects in isolation and that can lead to that can lead to disengagement.disengagement.

• Students struggle to see real Students struggle to see real life application.life application.

• Real world success expects Real world success expects individuals "to manage individuals "to manage workloads, set objectives, pull workloads, set objectives, pull together resources, integrate together resources, integrate disciplines, work well with disciplines, work well with others, and share their work." others, and share their work." (Rothstein, A., 2010). (Rothstein, A., 2010).

Engage Me!

Beacon’s Invitation for a World Class Beacon’s Invitation for a World Class Partnership with TwinWest…Partnership with TwinWest…

Beacon BEAMSBeacon BEAMS

Beacon students engaged in global Beacon students engaged in global learning learning applicationsapplications through… through…

• technology literacy technology literacy applicationsapplications,,• real world real world apprenticeships,apprenticeships,

• and project-based learning.and project-based learning.

What are the possibilities of this What are the possibilities of this partnership?partnership?

Sponsorship of Ipod/Ipad’s for 8th grade students at Beacon Sponsorship of Ipod/Ipad’s for 8th grade students at Beacon Academy (with an intent to expand to lower grades).Academy (with an intent to expand to lower grades).

Mentorship of 8th grade students in project-based learning Mentorship of 8th grade students in project-based learning internships - helping students to define and collaboratively solve a internships - helping students to define and collaboratively solve a real life problem in context.real life problem in context.

Career orientation and exploration via primary sources in the Career orientation and exploration via primary sources in the community.community.

Leadership in ethical decision making, civic contributions, and Leadership in ethical decision making, civic contributions, and service learning.service learning.

Cooperative LearningCooperative Learning

Increases on-task behaviorIncreases on-task behavior

Increases student intrinsic Increases student intrinsic motivationmotivation

Students develop characterStudents develop character

Improves self-esteemImproves self-esteem

Provide individualized supportProvide individualized support

Provide opportunities to make Provide opportunities to make choiceschoices

Offer resources and incentives.Offer resources and incentives.

Starting where the students areStarting where the students are

Task a bit beyond the student’s comfort levelTask a bit beyond the student’s comfort level

Create an atmosphere of cooperation and not Create an atmosphere of cooperation and not competition.competition.

Differentiate content, process, product Differentiate content, process, product according to student’s readiness, interest, and according to student’s readiness, interest, and learning style.learning style.

Students are encouraged to questionStudents are encouraged to question

Stir up students curiosityStir up students curiosity

Challenge students to engage their Challenge students to engage their thinking skillsthinking skills

Encourage students to develop their Encourage students to develop their observation and exploration skillsobservation and exploration skills

Gathering of assessment evidence learning.Gathering of assessment evidence learning.

Modification of instruction in response to feedback.Modification of instruction in response to feedback.

Information observationsInformation observations

Oral questionsOral questions

Integrated with instructionIntegrated with instruction

Identify students misunderstandingsIdentify students misunderstandings

Provide feedback to students to help them correct their errorsProvide feedback to students to help them correct their errors

HOW DOES IT ALL WORK TOGETHER? BEAMS AT-A-GLANCEHOW DOES IT ALL WORK TOGETHER? BEAMS AT-A-GLANCE

Building Assets Real World Apps Learning Outcomes

Other Adult Relationships Child receives support from adults other than

her or his parent(s).

TwinWest members working with 8th grade Beacon students in career and post-secondary orientation and awareness, in addition to serving as mentors in project-based learning experiences.

Educating the Total ChildFostering an environment that promotes emotional and social development.Adult Role Models

Parent(s) and other adults in the child’s family, as well as non-family adults, model

positive, responsible behavior.

Community Values Youth Child feels valued and appreciated by adults

in the community.

Students will be engaged in their community as problem solvers and resources through project-based learning experiences using TwinWest partners as mentors. Beacon 8th graders will provide leadership in ethical decision making, civic contributions, and service learning as they work collaboratively to solve an identified problem in their community.

Cooperative LearningIncreases on-task behavior and student motivation.Critical ThinkingStudents are encouraged to question.Challenge students to engage their thinking skills.Formative AssessmentModification of instruction in response to feedback.Integrated with instructionProvide feedback to students to help them identify their misunderstandings.

Children as ResourcesChild is included in decisions at home and in

the community.

Service to OthersChild has opportunities to help others in the

community.

Learning EngagementChild is responsive, attentive, and actively engaged in learning at school and enjoys

participating in learning activities outside of school.

Integration of Ipod/Ipad’s in the classroom will engage learners and

provide differentiated instruction and more opportunities for academic

achievement.

Individualized ProgramIndividualized support and opportunities to make choices.Differentiated InstructionDifferentiate content, process, product according to student’s readiness, interest, and learning style.

Feedback…Feedback… What aspects of your other partnerships might work well at What aspects of your other partnerships might work well at

Beacon?Beacon?

What does TwinWest need from Beacon?What does TwinWest need from Beacon?

In what additional ways might our two groups collaborate?In what additional ways might our two groups collaborate?

Are there other opportunities TwinWest would like to create Are there other opportunities TwinWest would like to create

with Beacon?with Beacon?

ReferencesReferences Core Knowledge Foundation. [July 20, 2010]. Our Philosophy, retrieved from Core Knowledge Foundation. [July 20, 2010]. Our Philosophy, retrieved from

http://coreknowledge.org/our-philosophyhttp://coreknowledge.org/our-philosophy Cauley, Kathleen M., McMillan, James H. (2010). Formative Assessment Techniques to Support Cauley, Kathleen M., McMillan, James H. (2010). Formative Assessment Techniques to Support

Student Motivation and Achievement. Clearing House: A Journal of Educational Strategies, Issues Student Motivation and Achievement. Clearing House: A Journal of Educational Strategies, Issues and Ideas; v83 n1 p1-6 and Ideas; v83 n1 p1-6

Hersh, R. H. (2009). A Well-Rounded Education for a Flat World, Educational Leadership,67(1),50-53.Hersh, R. H. (2009). A Well-Rounded Education for a Flat World, Educational Leadership,67(1),50-53. Partnership for 21st Century Skills. (2004). [Illustration of the framework of all facets of the 21st Partnership for 21st Century Skills. (2004). [Illustration of the framework of all facets of the 21st

Century Learning program July 20, 2010]. Framework for 21st Century Learning, retrieved from Century Learning program July 20, 2010]. Framework for 21st Century Learning, retrieved from http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120

Rotherham, A.J., & Willingham, D. (2009). 21st Century Skills: The Challenges Ahead, Educational Rotherham, A.J., & Willingham, D. (2009). 21st Century Skills: The Challenges Ahead, Educational Leadership, 67(1),16-21.Leadership, 67(1),16-21.

Search Institute. [July 20, 2010]. 40 Assets, retrieved from Search Institute. [July 20, 2010]. 40 Assets, retrieved from http://www.search-institute.org/developmental-assets http://www.search-institute.org/developmental-assets

Suarez-Orozco, M. & Sattin, C. (2007). Wanted: Global Citizens, Educational Leadership, 64(7), 58-Suarez-Orozco, M. & Sattin, C. (2007). Wanted: Global Citizens, Educational Leadership, 64(7), 58-62.62.

Understanding and Addressing the Achievement Gap through Individualized Instruction and Understanding and Addressing the Achievement Gap through Individualized Instruction and Formative Assessment. (2010). Assessment in Education: Principles, Policy & Practice; v17 n2 p169-Formative Assessment. (2010). Assessment in Education: Principles, Policy & Practice; v17 n2 p169-182 182

Wilson, L. (2009). Changing our Schools [PowerPoint slides]. Retrieved from Wilson, L. (2009). Changing our Schools [PowerPoint slides]. Retrieved from https://blackboard.bethel.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebappshttps://blackboard.bethel.edu/webapps/portal/frameset.jsp?tab_id=_2_1&url=%2fwebapps%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_39393_1%26url%3d%2fblackboard%2fexecute%2flauncher%3ftype%3dCourse%26id%3d_39393_1%26url%3d

beacon beams beacon – twinwest innovative partnership business education partnership programming...

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