Strategically sandwiched between two lakes, having several large corporations and Florida Southern College in its backyard, and just a short walk from downtown, Blake functions as a hub for the integration of technology into rigorous academic study, environmental learning, school to work experiences, and community involvement. The technology school has a K-8, continuous progress configuration and is grounded in four sets of ideas: the importance of technological literacy, effective quality schools, total quality management, and continuous progress. Blake Academy focuses on the expectation that all stake holders will: do competent and quality work; build relationships; and create a safe, caring, environment.
The academic program is aligned with the Sunshine State Standards and is presented through Integrated Thematic Instruction and Technology using a Continuous Progress model (See description below). The expectation is that all students will master the standards. There is a heavy emphasis and accelerated instruction on reading, writing, and problem solving in the lower grades (K-3). By the end of the second year in school, all students are expected to be performing at or above grade level. The upper grades (grades 4-5) build and expand on the skills mastered at the lower level. All students are expected to be performing at or above grade level by the end of the sixth year in school and before joining the Middle School Families (grades 6-8). The Middle School Families use the Sunshine State Standards Strands of Science as a basis to further refine skills, increase their ability to access and apply information, and explore options for future learning.
The National Standards for Technological Literacy developed by the International Technology Education Association in April 2000 provides the structure for the technology integration into the academic curriculum. A person who understands, with increasing sophistication, what technology is, how it is created, how it shapes society, and in turn is shaped by society is technologically literate. He or she can read or hear a story about technology, evaluate its information intelligently, put that information in context, and form an opinion based on it. A technologically literate person is comfortable with and objective about the use of technology and is neither scared of it nor infatuated with it. Technologically literate students understand why technology and its use is such an important force in our economy.
Students start school with "hands on" activities, which are important for eye hand coordination development and continue though the intermediate elementary years where it is needed for other cognitive development. Somewhere between elementary and high school those "hands on" activities are stopped. The exciting thing about Blake Academy is that we keep the experience alive through the eighth grade. Their success in high school should be dramatically different. Example activities are: aquaponics, hydroponics, K'NEX programming and construction, robotics, mill work, vinyl sign making, work with PDA’s, work with GPS equipment, graphic design. It is important to note that all of these activities are tied directly into the academics.
The use of the citywide fiber comes directly into play as students and teachers collaborate with other students and teachers on learning projects and for special cultural experiences. For example, Blake students prepare a presentation on the science and business of aquaponics and share it over the fiber with other interested elementary and middle students. Blake students tap into the expertise of other teachers on other campuses by communicating through the fiber. They also view events, such as theatrical events using the fiber.
Research supports the seven correlates that make schools effective. Blake’s program addresses these correlates:
It is no secret that children learn at different rates and in different ways. Parents see these differences from their children’s earliest years. One child reads at four, another at six. One loves to draw, another to build forts in the backyard. Parents also know that children learn by doing; they are not passive observers of the world they inhabit. They do not want to watch someone else build a castle. They want to get their hands on the Legos and build one for themselves. The Continuous Progress (Family) structure accommodates these differences and provides an environment where all children can be successful. Teams of teachers and groups of students work together with no obvious grade level designations except for those imposed by external forces. Flexible grouping methods within each classroom will include:
· Children of different developmental levels working together.
· Children of different age groups working together.
· Children of the same developmental level working together.
· Children of the same age group working together.
· Children who have the same interests working together.
· Children with specific needs working together.
There are K-5 families. Each Family includes a blend of K-1 students who work together, 2-3 students who work together and 4-5 students who work together. An Integrated Thematic curriculum provides students the opportunity to learn according to their developmental levels. The content and instructional strategies are based on their needs. The curricular and assessment system allows for careful monitoring of student progress. Each student is expected to work at a rate that makes the accomplishment of high standards both challenging and achievable. There are many advantages of this Family structure:
The middle school has a family of five teachers: math, science, language arts, reading, and social studies who start with the students when they enter the sixth grade and remain with the students through the end of eighth grade. Although this family structure is different from the blended family in the elementary years, it allows for acceleration because of the strong relationships formed between teachers and students. The teachers' knowledge of each student and their abilities maximizes the use of instructional time and allows for considerably more growth than in a traditional middle school configuration. At the same time, however, it transitions the students in preparation for the traditional grade configuration at the high school.
An emphasis on the eight strands of science identified in the Sunshine State Standards are the foundation for the integrated thematic curriculum:
Students have the opportunity to explore a full range of elective courses that include: band, chorus, physical education, television production, technology, yearbook, and art. Eighth grade students who are developmentally ready have the opportunity to take Algebra I honors, Physical Science honors, and Spanish I honors.
Student success in the twenty-first century will be dependent on their skill in getting along with co-workers, reading, writing, math, problem solving, applying knowledge, leading, speaking and listening. Doing “just enough to get by” will not guarantee success. Students at Blake are expected to do competent or “B” work. “C’s and D’s” are not indicative of competence and will not be acceptable. The continuous progress model allows time for all students to master the academics and do competent work. Which would you prefer? An “A” or ‘”D” doctor, pilot, accountant, musician? The family structure gives students an opportunity to get to know each other as well as the teachers. This model assists students in learning to build strong, long-term, caring relationships. A safe caring school environment is a top priority of the administration and faculty. A secured campus is provided and a photo ID system for all students and faculty is in place. Behavior that interferes with learning is not acceptable.