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© 2006 The National Coalition for Exemplary Schools
the National Coalition
for Exemplary Schools
Leading the Nation in Creating Innovative Educational Environments
Believe. Expect. Instill.
We Believe our children will go to college.
We Expect our children to go to college.
We will Instill in our children each and every
day that they can and will graduate
from college.
We Believe our children will go to college.
We Expect our children to go to college.
We will Instill in our children each and every
day that they can and will graduate
from college.
The Coalition’s mission is to create innovative, engaging and interactive environments in which students will thrive.
TECHNOLOGY
The 21st century learner was born into the age of technology. Technological innovation has become the norm and permeates almost every facet of life. As such, technology must be integrated into the curriculum in a way that keeps the student engaged and taps into their individual learning styles. The following workshop has been created to address the integration of technology into the learning process: Learn More
SELF (for Youth)
Addressing the social-emotional learning of students has been shown to have a positive impact on students’ academic success. A survey
of the research was summarized by the Collaborative for Academic, Social, and Emotional Learning, indicating the following results:
• Improvement in standardized test scores by 14 percentile points
• Greater school commitment
• 11 percent higher GPA
• Lower incidence of risky behaviors
• Increased student engagement
We believe that in order to achieve success, we must serve the whole child. To accomplish this, we have created the following environments specifically tailored for students: Learn More
The 21st century learner was born into the age of technology. Technological innovation has become the norm and permeates almost every facet of life. As such, technology must be integrated into the curriculum in a way that keeps the student engaged and taps into their individual learning styles. The following workshop has been created to address the integration of technology into the learning process: Learn More
SELF (for Youth)
Addressing the social-emotional learning of students has been shown to have a positive impact on students’ academic success. A survey
of the research was summarized by the Collaborative for Academic, Social, and Emotional Learning, indicating the following results:
• Improvement in standardized test scores by 14 percentile points
• Greater school commitment
• 11 percent higher GPA
• Lower incidence of risky behaviors
• Increased student engagement
We believe that in order to achieve success, we must serve the whole child. To accomplish this, we have created the following environments specifically tailored for students: Learn More
Circle of Impact Components
LITERACY FOCUS
One of the often cited reasons for the high dropout rate in this country is that students lack the literacy skills necessary to be successful in all areas of curriculum. Lower literacy scores has a direct correlation to increased retention rates which can lead to a student dropping out of school. Despite the fact that efforts to improve literacy before third grade has been shown to be successful for fourth graders, those same results often do not translate to better literacy scores once students reach middle and high school. Close to eight million students from upper elementary through high school are reading below grade level. To combat this issue and move toward full literacy success for all students, The Coalition’s efforts are focused through the following initiatives: Learn More
GENDER EDUCATION
Gender education is an oft-debated topic in education. However, research strongly indicates a disparity in reading achievement between boys and girls. Girls have been shown to be less likely than boys to drop out, get lower grades or be retained. It has been suggested that while reforms were put in place in the 1990s to remove girls’ barriers to success, boys’ underperformance has not been adequately addressed. Possible reasons for this run the gamut from the influence of social roles and stereotypes, to left-brain / right-brain theories. This, along with the fact that boys and girls generally have different learning styles and preferences, helps to make a case for the introduction of classrooms that are specifically tailored to the very different needs of boys and girls. We have created specific learning environments to implement gender education. Learn More
CULTURE AND CLIMATE
School culture and climate is extremely important to the success of its students. A school climate must exhibit the belief and expectation that all children will succeed, not just a select few. If this culture is to exist, schools must establish a climate that is welcoming and receptive to all. The following are workshops that focus on improving a school’s culture and climate: Learn More
One of the often cited reasons for the high dropout rate in this country is that students lack the literacy skills necessary to be successful in all areas of curriculum. Lower literacy scores has a direct correlation to increased retention rates which can lead to a student dropping out of school. Despite the fact that efforts to improve literacy before third grade has been shown to be successful for fourth graders, those same results often do not translate to better literacy scores once students reach middle and high school. Close to eight million students from upper elementary through high school are reading below grade level. To combat this issue and move toward full literacy success for all students, The Coalition’s efforts are focused through the following initiatives: Learn More
GENDER EDUCATION
Gender education is an oft-debated topic in education. However, research strongly indicates a disparity in reading achievement between boys and girls. Girls have been shown to be less likely than boys to drop out, get lower grades or be retained. It has been suggested that while reforms were put in place in the 1990s to remove girls’ barriers to success, boys’ underperformance has not been adequately addressed. Possible reasons for this run the gamut from the influence of social roles and stereotypes, to left-brain / right-brain theories. This, along with the fact that boys and girls generally have different learning styles and preferences, helps to make a case for the introduction of classrooms that are specifically tailored to the very different needs of boys and girls. We have created specific learning environments to implement gender education. Learn More
CULTURE AND CLIMATE
School culture and climate is extremely important to the success of its students. A school climate must exhibit the belief and expectation that all children will succeed, not just a select few. If this culture is to exist, schools must establish a climate that is welcoming and receptive to all. The following are workshops that focus on improving a school’s culture and climate: Learn More
The Circle of Impact
Life
Learning
