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Academics: Special Programs

Real World Business Application via Virtual Enterprises International™ Program
Blackman High was first high school statewide to implement program; state VEI office onsite there

The Virtual Enterprises International™ (VEI) program at Rutherford County’s high schools is taking real world business education to new heights. Students in the program are enthusiastic about their futures and are learning skills needed for career advancement.  Through the VEI program, students run simulated offices and trade virtual products with other VEI participants—both nationally and internationally. From Web design to economics, the course integrates essential teachings in English, math and technology with practical work experience.

The students:

• Apply for positions in sales/marketing, administration, accounting/finance, or human resources;
• Develop or revise a business plan;
• Identify and/or refine methods and procedures required by the business;
• Make decisions about personal finances with virtual money paid for working (401K and checking accounts); and
• Purchase virtual products by fax, postal mail, e-mail, the Web (e-commerce via VEI’s private network) and trade fairs.

Jason Crook, a second-year law student who is preparing for a summer job with the Securities Exchange Commission, credits VEI for accelerating his career. He says the course taught many principles he needed to test out of college courses and, in just one year, earn classification as a college senior.

“There’s a difference between reading about principles and actually putting them into action,” he says. “The Virtual Enterprises program really opened doors I never considered opening.”

The course has been successful in motivating most of its students to pursue education beyond high school. In 2007, nearly 90 percent of Blackman’s VEI students indicated plans to enroll in college with 60 percent planning to major in business. Students are also encouraged to think broader in terms of career plans.

“I always wanted to go to cosmetology school,” says Brittany Gilmore, who was hired as vice president of administration for a VEI firm. “Now I want to major in business, and maybe open and manage a salon of my own.”

The program offers several opportunities outside of the classroom: regional business plan competitions; trade fairs; JROTC team building and leadership training; and student workshops through Middle Tennessee State University.

“By attending outside events such as the trade fair and competitions, students have the opportunity to apply what they have learned in the classroom to real life situations,” says Jeanette Noffsinger, who teaches the VEI course at Blackman.

Corporate business partners play a major role in the VEI program as well. They directly assist VEI students, schedule visits to their corporations, help them design trade fair booths, and provide scholarships.

“Working with professionals from large corporations like Deloitte & Touche is amazing,” says Amy Dent, the CEO of another firm at Blackman. “I have always been interested in business, but these experiences will get me so far ahead of the game.”

In 2003, Blackman became the first school in Tennessee to establish a VEI program and, in 2005, was designated as the Central Office of the Tennessee Network for VEI programs. Today seven high schools in Rutherford County include VE in their curriculum and 39 schools participate throughout the state.

“This initiative has grown tremendously since we established the first program at Blackman High School,” says Cindy Boyd, the director of Tennessee’s VEI program. “It is rewarding to play a part in improving the success rate of students in both placement and retention in post secondary education and/or employment.”

Plans are under way for an international trade fair to be held in Murfreesboro within the next three to five years.

The Discovery School at Reeves Rogers (K-6 School)

Pencil, paper and textbook are no longer the main focus of education for one successful school in Murfreesboro. The Discovery School at Reeves Rogers is the only public school in Tennessee to implement the Apple 1 to 1 learning program, emphasizing the importance of technology in today’s classroom.

“These kids will be ready for future jobs,” says Kristy Mall, a language, arts and science teacher. “Most jobs they’ll take haven’t even been created yet. They’ll make the transition much more easily than others.”

According to Apple Inc., research studies show that students with higher levels of access to technology are more motivated in school and develop important skills to prepare them for the 21st century. Through the 1 to 1 learning program, all students grades 4-6 at Discovery School have their own laptops and access to digital content, educational software and digital authoring tools at all times.

“These students are ‘digital natives’ who interact and learn best through technology,” Mall says. “We use computers to create and learn.”

Apple experts provide computer training for Discovery School teachers several times each year, focusing on abilities like pod casting and web design. Mall says pod casts and web sites are used more often than textbooks in her classroom.

“The way I teach now is so dynamic,” she says. “It’s never boring, which really keeps the kids engaged. They teach me something new every day. I have to really look for answers to their questions.”

Having technology at the forefront of teaching has opened a new world for communication with parents. Teachers use e-mail, blogs and web sites to apprise parents of the students’ academic experiences.

“Our parents love that we invite them into the classroom every day,” Mall says. “They can easily know what’s going on with their children. This really encourages open communication at home as well as school.”

At Discovery School, technology is used to advance already successful programs. For example, students use computers for Student Enrichment, a program that allows them to participate in 9-week classes of their choice.

“My group is creating an iMovie to take to classrooms and encourage students and teachers to make donations to help the homeless,” says sixth grader Chai Magloire, who started the Holding Hands for the Homeless campaign. “When I visit New York City with my parents, homeless people come to the cars and ask for money. The ‘How to Change the World’ class taught me that I could help them.”

Magloire also explains why she believes using her computer helps her to learn.

“When we create something like the movie, we can save it and go back and look again later,” she says. “We have pictures, movies, pod casts, PowerPoints and other projects to help us remember.”

In 2005, the Discovery School was established for high-achieving children. Implementing technology is just another way the school shows its dedication to pursuing academic progress.

“High-achieving students need to be challenged,” says Patsy Davis, assistant principal at The Discovery School. “They have different needs, and if we don’t meet those needs, they can become disenfranchised.”

The Discovery School’s structure is based on the Renzulli Learning System, which matches students’ interests and learning styles to many different learning opportunities that both challenges and helps them to enjoy learning. The model meets the Tennessee curriculum standards, and furthermore, helps educators to find ways to teach creativity.

“Like other students, high achievers have strengths and weaknesses,” Davis says. “We try not to limit them. Instead, we give freedom to discover their talents as well as their own thoughts and ideas.”

Implementing technology has proven to be instrumental in the Discovery School’s success. Kristy Mall recently represented Tennessee in the NAGCC with the Using Technology in the Classroom presentation.

Oakland High School International Baccalaureate (IB) program (9-12 School) School

Students enrolling in Oakland High School’s International Baccalaureate (IB) program will have a distinct advantage when it’s time to apply for college. Taught at the collegiate level, the widely-recognized IB program engages students in rigorous studies as well as community service, and leads to the prestigious IB Diploma.

“The IB program offers the best practices and curriculum in the world,” says Bill Spurlock, principal of Oakland High School. “We want our graduates to leave high school with the ability to think critically and solve problems, and ultimately, to be able to compete in the global market.”

According to the International Baccalaureate Organization (IBO), the IB Diploma contributes significantly to college acceptance, college credits and scholarships at major universities—both in the United States and abroad. For example, at the University of California, Berkeley, only 24 percent of applicants among the general population are accepted while 50.6 percent of applicants with an IB Diploma receive a stamp of approval.

“The success rates are phenomenal,” Vaughn says. “It’s not easy, but students who complete the program are greatly rewarded.”

To earn an IB Diploma, students study six subject groups during their four-year high school careers: English, second language, art and music, individuals and society, experimental sciences, and math. Although IB courses are for juniors and seniors, the program commences with pre-IB courses for freshman and sophomore to prepare them for the rigor of IB courses.

IB Diploma-seeking students also complete:

• The Theory of Knowledge course to realize the connection between various subject areas they have studied;
• The Extended Essay, 4,000 words regarding any content studied during the high school years; and
• Creativity, Action, and Service (CAS), which requires them to spend 150 hours or more in community service and creative activities during the junior and senior years.

Another unique component of the IB program is that it’s open to any student who chooses to participate.

“Unlike many academic programs, the IB program is not limited just to the smartest kid in the class,” Spurlock says. “Students with a good work ethic are also encouraged to get involved.”

While students prepare for the future, the IB program also shows teachers how to do their jobs better. Kelly Chastain, a biology teacher, says it takes more time to teach this way, but “it’s much more effective and fun.”

“We simulate projects instead of giving directions all of the time,” she says. “Students may get frustrated initially because it’s a new way of learning, but then they become more engaged and interested. The program is different because students gain a global understanding of how subjects like science fit into the world, not just how it affects us here.”

The courses also urge students to develop their interests and even pursue careers in those areas. Julia Greene, sophomore student who is currently enrolled in pre-IB courses, is really excited about her future after studying French and taking a trip to Paris.

“I could be a French teacher or hold an office in Cultural Affairs at the U.S. Embassy in Paris,” she says. “I may not know exactly what I will do, but I will definitely use French in whatever career I choose. I love it.”

Students who do not wish to seek an IB Diploma but who want to develop a particular interest may earn an IB certificate in any of the six subject areas.

The International Baccalaureate Organization is a nonprofit educational foundation with its headquarters in Geneva, Switzerland, and was created in 1968. As of March 2007, it provides three related programs to more than 1,900 authorized schools in 124 countries. At the same time, 42 IB schools were among the top 100 schools in the country.

Seeking certification as an IB school is typically a two-or three-year process. Oakland High School achieved IB status in less than two years. Currently there are 13 IB programs in Tennessee.