HBMS

HBMS

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**
 * 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 || * August 26, 2010 professional development -- summary of CHAMPS
 * Principal’s weekly written message includes CHAMPS message
 * Leadership team meeting, September 7, 2010 -- agenda item CHAMPS 21st Century Leadership Academy || Teachers had the opportunity to review and summarize what was learned during the 2009/10 school year - 21st Century initiative. || * Minutes from the leadership team meetings
 * PowerPoint presentations from staff meetings
 * Principal’s weekly message
 * Documents which include CHAMPS theme



|| No challenges were observed. ||
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || * Agenda item for the September 28, 2010 leadership team meeting
 * October 11, 2000 staff meeting presentation -- leadership team members presented || The staff welcomed the information which was shared at the staff meeting - teachers teaching teachers. Much discussion occurred in reference to student states of mind and ways in which we can affect learning by understanding those states. || * PowerPoint presentation from the staff meeting
 * Handouts from the 21st Century Leadership Academy were present at the staff meeting
 * Evidence of the staff presentation - observed by district level administrators || No challenges were observed. Teachers seem to appreciate the learning opportunity. We did experience more information and activities in the 21st Century workshop than we were able to provide the staff members during the professional development at the building level. ||
 * Sept 28-Oct 25 reflection ||  || The meetings took place - positive feedback was received verbally. || The staff welcomed the information - teachers teaching teachers :-) || The evidence was provided as planned.



|| No challenges were observed. ||
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || Agenda Item for the November 8, 2010 staff meeting || Teachers had the opportunity to review and summarize what was learned during the 21st Century workshop || * Minutes from the leadership team meetings
 * PowerPoint presentations from staff meetings
 * Principal’s weekly message
 * Documents which include CHAMPS theme

|| No challenges were observed. ||
 * Oct 26-Dec 6 reflection ||  || The HB team felt that the arousal states was a logic transition from "what are states." || Diane Wallace presented the information. It was a fun workshop, yet our staff appeared to appreciate the information. || *  PowerPoint presentation from the staff meeting
 * Handouts from the 21st Century Leadership Academy were present at the staff meeting
 * Evidence of the staff presentation - observed by district level administrators

|| No challenges were observed. || Agenda: 21 Century Turn-around Information January 10, at 2:45 PM – Staff Meeting Agenda: 21st Century Turn-Around || January 5, at 2:45 PM – Staff Meeting Objectives: · Teams will present “team goal” progress and successes using team scoreboards (Discipline III) · Teams will identify interventions which have contributed to targeted student success
 * Dec 7-Jan 31 Reflection || Changing scenes: States of Transition || December 13, at 2:45 PM – Staff Meeting

**H. B. du Pont Middle School**  **January 10, 2011 Staff Meeting -**   Objective: Using a Thinking Map, convey a **proactive message** to the students and community of H. B. du Pont Middle School in just three words. || * Minutes from the leadership team meetings
 * PowerPoint presentations from staff meetings
 * Principal’s weekly message
 * Documents which include CHAMPS theme





|| NA || Agenda: 21st Century Turn-Around || Teachers had the opportunity to review and summarize what was learned during the February 1, 2011 21st Century workshop. || We will photograph teachers and students in a state of calm. || NA || Agenda: 21st Century Turn-Around || Teachers had the opportunity to review and summarize what was learned during the February 1, 2011 21st Century workshop. || We will photograph teachers and students in a state of calm.
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || February 14, at 2:45 PM – Staff Meeting
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || February 14, at 2:45 PM – Staff Meeting
 * Feb 1-Feb 28 reflection ||  || February 14, at 2:45 PM – Staff Meeting

|| NA ||
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward ||  ||   ||   ||   ||
 * Mar 1-May 9 reflection ||  ||   ||   ||   ||   ||

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**: || Establish school wide regular routines that are implemented by every teacher every day - Do Now Activity ||
 * || Continous Use of Graphic Organizers (differentiated) ||
 * || All staff follow and regualrly review their Curriculum Guides and check to make sure the proper sequence and order are followed - State Standards - DPAS 2, Drop Ins, Displays and projects in the hallways, libray, presentations by team or for the whole school population (concerts, choir, Titanic presentation) ||
 * **January 2010:** **Processing** ||
 * Objectives:
 * Experience and discuss examples of Component 5, **Processing**
 * Discuss Examples of Implementation: Making the Invisible Visible

................................................................. || Examples ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX ||
 * **Characteristic**
 * **Making the Invisible Visible**: || Students sharing their processing skills and thoughts through poster size math problems or use of smart boards ||
 * || Sharing of ideas between students and staff on video sharing - HB. Tube ||
 * || Utilizing the Idaho Ladders to address the instructional needs of our +/- 7, +5 students during faculty, team and department meetings ||
 * **December:** 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. || # Key concepts repe3ated throughout the lesson The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || # Principal Awards for students and staff The process of encoding andretrieving memories is dependent upon glucose andoxygen. || # Incorporate movement into the lesson. Internal memory tools forremembering new facts by associating withpreviously learned information. || # Visualization Please Describe ||  || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**............................................................................ || **Examples**...................................................................................................................... ||
 * Rich Repetition:
 * 1) Connecting material to real world activities. ||
 * Emotion:
 * 1) Student recognition over daily announcements and at special presentations (award assemblies) ||
 * Glucose/Oxygen:
 * 1) Allowing free movement in the classroom when appropriate. ||
 * Representation:
 * 1) Mental mapping
 * 2) Mnemonics
 * 3) Location – changing seats ||
 * 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. Math class - lessons involving manipulaitves2. Vocab prior to use3. focused discussion groups, debates with researched facts4. Creating powerpoints, trifold flyers ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Mood lighting, soft music2. reward system, PBS3. recess4. chairs that fit and are comfortable ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Pre reading strategies2. Vocab lists, word walls3. Video clips, united streaming use4. Guest speakers ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Stretching2. Permission to move and relocate3. team building activities with a common goal (curriculum in mind)4. Project presentations for peers ||
 * 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. Teams within the school coordinate their own PBS with daily, weekly, and monthly rewards2. Teachers and support staff call and email parents with positive communications and updates3. Created a student group to meet with new students. Student group designed to interact in positive situations and foster a sense of belonging, a feeling of being welcome to the school.4. ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Student can choose to use PBS tickets for various rewards or save them for end of the marking period team reward2.Technology options3. Note taking formats4. ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Simulations and role playing in various curriculum settings such as health class2. Class or group buddies that create and deliver assignments such as science class3. Belonging to team sports, school clubs, honor society, drama clubs, homework helpers4. ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Using rubrics and scoring tools2. Student monitoring goals, grades, differentiated assignments3.4. ||
 * 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. Teachers teaching teachers @ staff meetings2. Principal's weekly message to spread at the grocery store (be positive in the community)3. Team meetings held with a student focus4. || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. Creating a peer mentoring group with students trained over the summer in "The 7 Healthy Habits of Teens"2. Encouraging students to adopt the motto of that there is more than one way to solve problems in school and life3. Students beginning the search process for life long goals through the SSP (jobs vs. continued education)4. Requesting student input through formal (committee) and informal (lunch talk) processes || – Current quality artifacts representing the majority of the students is displayed. || 1. Student work is displayed consistently2. Teachers seek opportunities for student work to be recognized on district, state and national levels.3.4. || – Written and/or verbal words of encouragement and reinforcement. || 1. Daily parent communication via telephone, email and face to face conferencing2. Principal awards3. Banners displaying positive reinforcement with rewarding actions for doing so4. || Please Describe || 1.2.3. 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

|| Joan March || 2/18/09 ||  ||   || [|Technology Quotes]
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Create a technology usage plan || Technology usage plan || 21st Century Team || 5/29/09 ||  ||   ||
 * Survey faculty for technology expertise || List of teachers and programs they use
 * Make sure everyone has a United Streaming account and is familiar with the video collection already saved on the V drive ||  ||   ||   ||   ||   ||
 * Send lesson plans and other tools from Thinkfinity to specific teachers as they start new topics. || Email messages with links to material || Joan March || Ongoing ||  ||   ||
 * Test Google Docs as a collaborative medium for tracking student issues and interventions. || Shared documents (between relevant staff members only) concerning individual students || Dan Deppe || 5/29/09 ||  ||   ||

**Vision Statement:** We believe the basic goal of our school has not changed, that is “to achieve a successful transition of the adolescent in the academic, physical, social and emotional realms within a diverse community of learning and caring.” However, our school has the responsibility for developing curriculum and applying instructional methods enriched with technology.

Laptop computers with wireless internet service will be available throughout the school. Smart Boards and projectors will be installed in every classroom. Teachers will receive appropriate professional development and time for practice with new tools and strategies. Classroom activities will shift from teacher-led to teacher-facilitated, with the emphasis on technology enabled student-driven research, critical thinking and problem-solving, with communication and collaboration both internal and external, and paperless production.

All administrators and teachers will use technology to effectively help students attain high standards and prepare for tomorrow's world of work. With technology, students will be encouraged to collaborate, engage in inquiry, and explore effectively, far beyond the bounds of H. B. du Pont Middle School.