Born Brilliant: Unlocking Every Student’s Brilliance Through My Brother’s Keeper

Outline

Presentation Outline
Total Time: 75 minutes
Session Title: Born Brilliant & My Brother’s Keeper: Transforming Systems to Unlock Every Student’s Brilliance
1. Opening Inspiration and Framing (10 minutes)
Content:
The session opens with a dynamic video montage of My Brother’s Keeper (MBK) Fellows sharing how belonging, belief, and opportunity changed their lives. Their voices highlight key Born Brilliant principles in action—mentorship, high expectations, and culturally aligned support systems.
Engagement:
Participants reflect on the question, “What does brilliance look like in the students you serve?” and submit one word via QR-code poll to create a live word cloud that anchors the session in shared purpose.
Process:
• Device-based poll to visualize collective beliefs.
• Table introductions focused on personal “why.”
2. Understanding the Born Brilliant Framework (15 minutes)
Content:
Dr. A and Mr. Patterson introduce the Born Brilliant Framework, built and tested through New York State’s My Brother’s Keeper (MBK) initiative, which has impacted more than 250 districts. Participants learn how this model transforms belief into action through two core structures:
• Building Spaces of Belonging (3S Framework): Spaces, Signals, and Systems that create conditions where every student feels seen, valued, and capable.
• Born Brilliant Teaching Framework: The “three-legged stool” for instructional excellence—Culturally Aligned Curriculum, Cognitive Lift with Scaffolding, and Asset-Oriented Feedback.
Real MBK case studies are shared:
• Yonkers Public Schools redesigned advisory systems to strengthen belonging.
• Roosevelt UFSD implemented scaffolding protocols that lifted academic performance.
• East Ramapo integrated culturally aligned Saturday Academies that boosted student engagement.
Engagement:
Participants complete a quick self-assessment identifying which “leg” or “3S element” is strongest or weakest in their setting.
Process:
Peer “turn and talk,” digital poll, and facilitator debrief of emerging themes.
3. Voices of Brilliance – Student Perspectives (10 minutes)
Content:
Participants view powerful MBK student video excerpts illustrating the intersection of belonging, rigorous instruction, and belief in potential. Students describe how culturally relevant teaching and supportive environments fueled confidence and achievement.
Engagement:
After viewing, participants identify three observable conditions of belonging present in the stories.
Process:
Responses are shared on a collaborative Padlet wall titled “What Belonging Looks Like in Practice.”
4. Designing the Born Brilliant Action Plan (30 minutes)
Content:
Participants use a guided Born Brilliant Action Plan Template—modeled after successful MBK district plans—to translate ideas into actionable steps for their schools and systems.
Teams address three focus areas:
1. Spaces of Belonging: What signals and systems will we strengthen to ensure every student feels valued?
2. Instructional Excellence: How can we apply the three legs of Born Brilliant Teaching—Culturally Aligned Curriculum, Cognitive Lift, and Asset-Oriented Feedback—daily?
3. Student Agency and Voice: How will we create opportunities for students to co-lead, mentor peers, and define their own brilliance?
Engagement:
Participants collaborate in mixed-district or mixed-role teams, share exemplars from their context, and receive feedback from peers and facilitators.
Process:
• Device-based editable templates for co-planning.
• Facilitator check-ins for real-time guidance.
• Optional “mini showcase” where two teams share emerging ideas.
5. Commitment, Reflection, and Closing (10 minutes)
Content:
Participants share one commitment statement and one insight about shifting from belief to systemic action. The session concludes with a short video of MBK educators and students celebrating real outcomes—improved self-image, increased graduation rates, and stronger community ties.
Engagement:
Participants are invited to join the Born Brilliant Implementation Network via QR code for ongoing collaboration and shared progress.
Process:
Verbal reflections, QR code link to digital plan, and collective affirmation: “Every child is Born Brilliant.”
Summary of Engagement Frequency and Tactics
• Every 10–15 minutes: Alternation between learning, discussion, and application.
• Peer-to-peer collaboration: Turn-and-talks, group planning, and mini showcases.
• Device-based interaction: Polls, Padlet, and digital templates.
• Authentic voices: Student and educator videos amplify emotional resonance and credibility.
• Framework integration: Participants apply both Spaces of Belonging and Three Legs of Born Brilliant Teaching within an MBK-proven system.
Participant Takeaway
Each attendee leaves with a customized Born Brilliant Action Plan that translates belief into practice through belonging, instructional excellence, and student empowerment—rooted in the real success of My Brother’s Keeper.

Outcomes

Attendees will leave the session with a customized Born Brilliant Action Plan featuring clear, research-based strategies to turn belief in student brilliance into daily practice. Through guided reflection and small-group collaboration, participants will design a practical roadmap to strengthen belonging, elevate student self-images, and advance instructional excellence in their schools and districts.

Supporting research

Alston, A. (forthcoming). Born Brilliant: The Antidote for Underachievement for Every Student in Every School.

New York State Education Department. (2023). My Brother’s Keeper Initiative: Summary Report. https://www.nysed.gov/mbk

Obama Foundation. (2023). My Brother’s Keeper Alliance. https://www.obama.org/mbka/

Hattie, J. (2012). Visible Learning for Teachers. Routledge.

Hammond, Z. (2015). Culturally Responsive Teaching and the Brain. Corwin.

ASCD. (2018). The Power of Belonging in Schools. https://www.ascd.org/el/articles/the-power-of-belonging-in-schools

Kafele, B. (2015). Closing the Attitude Gap: How to Fire Up Your Students to Strive for Success. ASCD.

Darling-Hammond, L., & Cook-Harvey, C. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. Learning Policy Institute.

Gay, G. (2018). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.

Maltz, M. (1960). Psycho-Cybernetics: A New Way to Get More Living Out of Life. Prentice-Hall.