SBC Programming

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An Empowerment Model for Schooling

The model for SBC Programming integrates the mission for social change and academic achievement by using a school-wide instructional process that meets the psychosocial needs of the urban learner. It consists of a project based learning program, a service learning program, a direct instruction program, an assessment and accountability program, and a staff leadership program that combats issues that impede the academic achievement of the urban learner (such as learned helplessness).

While SBC Programming can serve as a school-wide model, it can also provide specific services for isolated needs.

GLC7: Global Leadership Curriculum

A 7-Step Project Based Learning Program

GLC7 is primarily a social studies and language arts program that integrates math, science, technology and other electives into one central theme for global problem solving. The instructional approach to this curriculum is defined as Project-Based Learning, where students work independently to select and solve global problems. Students must consistently justify their work as rigorous by explicitly integrating state academic standards in every phase of the seven-step learning process.

Why is GLC7 important?

Many schools subscribe to a constructivist learning theory and champions John Dewey’s philosophy of pragmatism/progressivism. However, the complex nature of creating a student-centered learning environment is very challenging, especially when employing new teachers or teachers who come from more traditional school settings. As a result the project based learning program is not truly student-directed or learning is not rigorous.

GLC7 provides the necessary support for students and staff to effectively work together to provide both student-directed learning and rigor!

LASSS: Leadership in Action (Student, School, and Society)

A Service Learning Program

Service Learning is a three-tier program that provides students with hands-on leadership experience. In the first tier, students develop a sense of self and get credit for their academic performance and personal leadership. In the second tier of the program, students are incorporated in the operations and management of the school, serving as student leaders and sharing the responsibilities of school-wide achievement. The third tier (optional) is based on the implementation of GLC7, which is a program for global and community leadership.

Why is LASSS important? LASSS is important in that...

  • It provides students with an authentic space for learning leadership. While students can read about the lives of other leaders and can even develop basic skills for leadership, the full development of leadership can only occur when students are actively engaged in the trial and error experiences of applied leadership.
  • It provides students (especially at-risk learners and special education students) a place to use their strengths. Students need to first see themselves as successful before they can truly make themselves vulnerable to the process of learning. LASSS provides this opportunity!

Core Instruction

A Direct Instruction Program

No need to throw the baby out with the bath water. Core Instruction is designed to promote the value of direct instruction while supporting the work of project based programming. By incorporating students and teachers into the process of teaching and learning, Core Instruction creates a predictable, structured, and safe classroom that strengthens the development of concrete skills and concepts.

Why is Core Instruction important? Core Instruction accelerates teacher performance in the classroom as well as provides a clearly established anchor for students and families to engage in the learning process. Because Core Instruction is formatted to support high student engagement and high achievement levels on tests, a class culture emerges that is fast past and focused on achievement and production.

Core Instruction...

  • Increases the support of new teachers.
  • Strengthens the unification of a diverse teaching staff.
  • Accelerates the academic performance of students (especially those who are academically at-risk).


An Orientation and Assessment Program

Institute is a yearly process designed for students’ personal and professional development. Based on the education theory of cognitivism, students learn by learning “how to learn”. Not only does Institute orientate students on the school’s mission, program, and assessment process, it also brings students face to face with their performance data in a way that inspires them to make academic gains.

Why is Institute important?

  • Increases students’ motivation for learning.
  • Generates performance data required by critical stakeholders.

P3 Advisory

An Advising and Accountability Program

The P3 Advisory program is designed to serve as an advising and accountability program for students. With a strong emphasis on performance data and data-based decision making, students engage in nightly reflections, weekly incentives, quarterly goal-setting workshops, and additional programming for academic reinforcement. Ran poorly, it is a glorified homeroom program; however, ran in its most optimum capacity, it serves as the unifying agency that develops students into empowered leaders.

Why is P3 Advisory important?

P3 Advisory is of value for schools struggling with the behavior and/or performance of its student body. By infusing a data-based system as the driving force to student and family interactions, students are activated as leaders in their own development and are empowered to hold themselves accountable to their own progress.

SSLP: Standardized Staff Leadership Program

Professional Development, Operations and Management Program

SSLP is a process designed to turn your faculty and staff into a highly effective leadership team. By aligning your team to concrete operational and management systems, along with implementing a site-based professional development process, SSLP will allow for the full actualization of your vision and mission.

Why is SSLP important? SSLP is of value for non-traditional schools whose mission and/or programming requires the staff to have specialized skills and competencies. If a school finds that staff members are not performing at their highest potential, there could be a gap between the vision of the school and the actual systems in place for the vision to actualize. SSLP provides those systems (not the vision), bridging the gap between talent and performance.

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