RPLC

RPLC 21st Century Leadership Academy 2010-2011

Tools of Enga﻿gement Essential Question:

How do educators influence states for learning?
 * This year, the Building Leadership Teams (BLTs) will use the Leadership Academy wiki to create a timeline of the journey through the Tools of Engagement. For each session of the Leadership Academy, BLTs will __reflect__ on how they applied the concepts from the previous month, then __predict__ how they will use the concepts from the current month.**


 * For each block, teams may include a narrative description, a hyperlink, links to documents, links to images, or other items that illustrate the work being done in the school. The timeline is a personal account of each school's journey. Therefore, each BLT is encouraged to include whatever evidence or artifacts that will make the timeline unique.**


 * At the final Leadership Academy (May 9, 2011), schools will share their completed timelines with one another. They will offer feedback and borrow ideas to plan for the 2011-2012 school year.**


 * For instructions on how to use the timeline, please visit the Sample Timeline page.**

**2010-2011 Red Clay Leadership Academy** Sharing of different vocabulary and closing strategies that have been successfully used by teachers who work with students that have identified disabilities. || Staff awareness, summarizing/vocabulary strategies || Tickets out
 * Bon Voyage!**
 * Timeline Journey Planning Tool**
 * Dates || Theme || What events in your school address this month’s theme? || How does this relate to the month’s theme? || What evidence or artifacts will you include in the timeline? || What challenges did you experience in addressing this month’s theme? ||
 * Aug 30-Sept 27 reflection || CHAMPS || Faculty meetings, Open House, Students of the Week, Word of the Week, Can-Do Assembly || Builds a champion mindset in the staff, students and families || Bulletin boards, school website, meeting agendas || Managing to fit every requirement into a school day; f inding activities and strategies that are effective for our particular population of students ||
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || Staff turnaround, team meetings will allow for further discussion

The school booklet that contains the various strategies and ideas for vocabulary development and closure. || Population of students whose prior knowledge and background of experiences are extremely limited when compared with the typical student making vocabulary a weakness; a ttempting to teach our students with grade level materials despite their documented disabilities; getting all teachers to be on the same page and buy into the state of learning. || Staff feedback || Teacher buy-in, finding the time to implement the program in each classroom || Using Brain-Based strategies to enhance learning. || Using language in the EQs that meets GLEs but is also understandable by students. || || The many behavioral issues faced by some of our students increase the complexity of implementing individual techniques. || Students and their buddies shared time together, this promoted well being. Family movie night encourage quality time with each other and encouraged healthy habits. || All activities this month were focused on encouraging positive thoughts and moments with each other. || Pictures of students and their buddies. || The biggest challenge is always being able to accommodate families and time. || [|IMG_0352.JPG] [|IMG_0349.JPG] [|IMG_0348.JPG] [|IMG_0346.JPG] [|IMG_0260.JPG] || Very few...celebrating student successes has long been at the core of RPLC's program. ||
 * Sept 28-Oct 25 reflection ||  || "Drops in the Bucket" program || It encourages and helps to build positive states in our students || Positive "drops"
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || Arousal states discussed at staff meeting and during PLCs || A better understanding of arousal states leads to greater focus and on-task time within the classroom. || Posted EQs that encourage critical thinking.
 * Oct 26-Dec 6 reflection ||  || Training and discussions have led to improvement in posted essential questions. || Using well-worded EQs as part of a lesson leads to greater focus and on-task time within the classroom. || Posted EQs that encourage critical thinking. || Students at the Learning Center have limited vocabulary and background knowledge. Essential Questions that are understandable yet include rigor, especially in the verbs, are extremely difficult to post. ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || Discussion of transition states during our January 10 staff meeting. || Our focus is to improve transition experiences for our students. || A list of effective transition techniques will be developed and passed out to the staff.
 * Dec 7-Jan 31 reflection || Changing pace of instruction - cool them down and lead them into transition. || Events include holiday-related activities taking place during this time of the year. Being aware that there can be negative triggers for certain students. || Transition techniques are one of the most important aspects of working with students with special needs. Advance planning and preparation for these students can be essential. It helps to make the students more successful. || Activities such as songs, rhymes and schedules. || Making sure that teachers are aware of each of their students and using what they know about students to ensure successful implementation of lessons. An example of this is a student who needs more time, or who needs assistance in planning and communication with others. Use what you know and try to enhance it to make it better. ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || Several events this month in the classrooms and school wide promoted well being.
 * Feb 1-Feb 28 reflection ||  || Students wrote nice things about one another and they were shared daily during announcements. This promoted well being and reflection. Journal entries were encouraged to reflect on what they have learned and how they can use it. || All activities helped students reflect either share those good things about each other that they liked or think about how they can use what they've learned. || Valentines that students wrote with positive statements and encouragement for one another. || DCAS administration for students with severe special needs does not easily foster states of well-being and/or calmness. ||
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward || Students of the Week, Accelerated Reader recognitions during morning announcements, monthly Can-Do Assemblies, monthly school-wide writing assignments that are shared at morning announcements and posted in the lobby for all to read || Celebratory states in our students build a love of school, learning and improve self-esteem. || March "Go for the Reading Gold Celebration and Assembly." Students will read and keep track of ten books each. Selected students will read poetry for the school and parents.
 * Mar 1-May 9 reflection ||  || Every classroom door in the school was decorated to show each class' favorite book. Our "words of the week" related directly to language and literature. || Fostering a love of reading and improved reading skills builds self-esteem and aids in the development of positive life skills. || [[file:How do RPLC educators influence states for learning.pdf]] || Time requirements were mentioned by some staff but overall the program was a great success! ||

C.H.A.M.P.S. - Examples of Implementation Leadership Academy 2009 -2010 **Essential Question:** ==How can each learner’s Academic Success Operating System be built, supported and influenced? == ||
 * **March 2010:** **Sequencing** ||
 * Objectives:
 * Experience and discuss examples of Component 6, **Sequencing**
 * Discuss Examples of Implementation: **Analyze Characteristics**

................................................................. || Examples ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Prioritize procedures based on certain criteria**: ||  ||

||
 * **January 2010:** **Processing** ||
 * Objectives:
 * Experience and discuss examples of Component 5, **Processing**
 * Discuss Examples of Implementation: Making the Invisible Visible

................................................................. || Examples ............................................................................................................................................................. || quote show cite recall recite memorize || of given information || restate retell observe identify describe define discuss explain give main idea || and theories in new situations || translate solve demonstrate illustrate use compute practice adapt operate manipulate show draw || component elements || question relate detect inspect compare group inquire criticize sequence || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**
 * **Making the Invisible Visible**: ||  ||
 * Remember: To remember or recall specific information || reproduce repeat record
 * Understand: To demonstrate understanding
 * Apply: To use strategies,concepts,principles,
 * Analyze: To break information down into its

||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**December:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> Memory ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Objectives:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Experience and discuss examples of Component 4, **Memory.**
 * Discuss Examples of Implementation including: Rich Repetition, Emotions, Glucose/Oxygen, and Representation.

Repeating important informationto assist the brain with upgrading rough draftsinto accurate and detailed memories. || 1. Daily repetitive practice is built into each lesson 2. Word of the week to enhance vocabulary due to limited prior knowledge of students 3. Posters-charts-word walls 4. Consistent behavior modification and expectations || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || 1. Students are praised and rewarded for academic successes 2. All staff members know the names of the children in the school. 3. Student of the week and monthly assemblies honor students who reach goals. || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || 1.Nutricious snacks are provided every day 2. Outdoor recess/physical education 3.Tranpolines, spinning equiptment(OT) 4. Daily exercise with morning announcements || Internal memory tools forremembering new facts by associating withpreviously learned information. || 1. Children learn sign language to associate sound and symbol relationships(all K & 1st graders) 2. Gestures are associated with concepts 3. FM system in every building || Please Describe || 1. Assistive technology for students who do not have the verbal skills to communicate 2. Reading Horizons- all students recieve 30 minutes of computerized instruction daily || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**............................................................................ || **Examples**...................................................................................................................... ||
 * Rich Repetition:
 * Emotion:
 * Glucose/Oxygen:
 * Representation:
 * Other –

||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**November:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> Attention ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Objectives:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Experience and discuss examples of Component 3, **Attention.**
 * Discuss Examples of Implementation including: Making Meaning, Sensory Connections, Priming, and Movement.

................................................................. || Examples ............................................................................................................................................................. || Please Describe || 1.2.3. 4. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Making Meaning:** The ability to process new information internally, make connections to prior knowledge, and reflect on new information. || 1.Wait time for students2.Teach children to summarize3.Give concrete examples4. Teach new vocabulary ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1.Use of manipulatives2.Give student physical cues & reminders3.Use 'voices' to read stories & teach lesson4. Snacks ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1.Discuss vocabulary2.Give real life examples3.Preview stories4. Relate to students' experiences ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1.Signing2.Using physical cues for repeated practice3.Using songs to cure memory4. Exercise break ||
 * Other –

||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**October:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> Hope ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Objectives:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Experience and discuss examples of Component 2, **Hope.**
 * Discuss Examples of Implementation including: Positive Affirmations, Student Choice, Social Status, and Goal Setting.

................................................................. || Examples ............................................................................................................................................................. || Please Describe || 1.2.3. 4. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX ==<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">How can a learner’s Academic Success Operating System be built, supported and influenced? ==
 * Characteristic
 * **Positive Affirmations:** communicate highexpectations, utilize simple accommodations, and foster a feeling of well-being for all students. || 1. Monthly recognition ceremony2. Relaying positive choices/students start day with positive comments3. Student of the week4. Special Olympics ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Use "choice" terminology for positive behavior reinforcement2. Students earn class 'cash'/PBS-have choice how to spend the 'cash'3. Centers - students choose activities4. Choice of student jobs in the classroom ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Wearing red tee shirts or red shirts on Spirit days/RPLC Spirit2. "Buddy Program" - monthly visits and day trips with the senior volunteers from Wilmington Charter School3. Recognition Assemby /monthly- PBS- whole school assembly4. Teachers choosing student(s) of the week/Friday announcement ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Student conferences with teachers/What would you like me to tell your parents?What would you like me to do to help you?2. Team meetings to support flexible grouping of students3. NWEA Goal Forms4. Dibels goal setting ||
 * Other –

||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**September:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> Champion Mindset – “Can Do” ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Objectives:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Experience and discuss examples of Component 1, Champion Mindset
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Discuss Examples of Implementation including: rituals, student work, student choice and “can do” communication

................................................................. || Examples ............................................................................................................................................................. || – Build community. They are 100% predictable, simple to do, engage everyone, solve a recurring problem, & always end in a positive state. || 1. Student of the Week2.Recycling Program3.Rewards for positive behavior4. Monthly assembly of recognition for 'can do' students who succeed the monthly 'can do' challenge. || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1.Recognizing positive behavior by staff & peers with verbal praise2.Students are rewarded by 'being caught' doing something kind for another peer or teacher3.Being chosen as 'line leader' for the class is an opportunity for students to exibit positive leadership behavior and boosts confidence when the job is well done.4. The recognition of good manners,acts of kindness,showing sympathy towards a classmate who is having a difficult time or is being teased. || – Current quality artifacts representing the majority of the students is displayed. || 1.Student art is displayed in the hallway & art curio near art room2.Student classwork is displayed in the classroom and hallway3.The students names that achieve Accelerated Reading levels are posted on outside of the library and announced daily.4. || – Written and/or verbal words of encouragement and reinforcement. || 1.The RPLC staff assumes a positive attitude that all children can learn2.Presenting the 'Can Do" mindset to the staff3."You can do it" words of encouragement4. Words of encouragement are expressed to the students who have earned monthly recognition during assembly || Please Describe || 1.The development of team plans to encourage the 'can do' mindset2.The participation of students in assembly, coming together to recognize the students' positive contribution to the school.3. 4. ||
 * Characteristic
 * Rituals
 * Student Choice
 * Student Work
 * “Can Do” Comments and Communications
 * Other –

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">2008-2009

by modeling lesson plans with integrated websites by giving teachers a list of website and streaming sources from which to explore. || BLT || BLT || May 2009 ||  ||   || classroom looks like in a special education classroom setting using technology and assistive technology. || BLT || BLT || Oct. 2009 ||  ||   || Financing will be needed for the vision of implementing technology in the classroom. There will be a need for computers,hardware, software, and the training of open minded teachers ready to learn and implement new ideas. ||  ||   ||   ||   ||   || [|Technology Quotes]
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Cost** ||
 * To make learning style options available to teachers
 * Defining what a 21st century
 * The RPLC Technology Vision Statement for the year 2020 is the idea that each student will be supplied with his/her own laptop to be used during school hours. The majority of schoolwork will be done online as textbooks, paper, and pencils may be optional. Information globally and locally will be continiously updated with easy assessibility. Students and parents will be able to communicate with their teachers and classmates online in the evening and on weekends if necessary regarding school work ;absences,missed work, clarification of lesson, or collaboration for an assignment due.

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