Baltz

Baltz

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** We discussed the many ways to celebrate our students at Baltz!
 * 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 || * The faculty began the year by choosing new "shipmates" or partners, who will support each other throughout the year.
 * Many motivational decorations and posters line the hallways to welcome students as they come into the building.
 * Students were welcomed back to school at our Back to School Picnic.
 * A video was created to show students/parents at Open House that focuseed on creating a Champion Mindset.
 * PBS tickets and "Bear Paws" reinforce appropiate student behavior. || We have consistently worked to establish a champion mindset for our students. || [[image:IMAG0059.jpg width="425" height="249"]][[image:IMAG0061.jpg width="346" height="190"]][[image:IMAG0062.jpg width="154" height="247"]] || Not very many challenges at this time because this was a priority for opening our school. ||
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || * Recognizing & changing states were presented and modeled at our school faculty meeting.
 * Activities that can change a student's state were modeled at PLC meetings & faculty in-service. Specifically, we discussed changing the types of activities by integrating hands-on centers and using Think-Pair-Share, || Changing a student's state by varying activities will improve student engagement. || [[image:Teacher_training.jpg width="241" height="331" caption="Teacher Workshop about "States""]] || This has been a very busy time as teachers are preparing for a new school year. ||
 * Sept 28-Oct 25 reflection ||  || Teachers have become more aware of students' states. They are working on finding way to change students' staes from negative to positive. ||   ||   ||   ||
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || * The definition of arousal states and sample activities were discussed and modeled at the monthly faculty meeting.
 * Sample essential questions were modeled at the monthly faculty meeting. Teachers practiced writing essential questions for their respective units of study.
 * Essential questions were modeled at PLC meetings. || Arousing students by providing them with activities that engage their bodies and minds will improve student engagement. || [[image:IMAG0051.jpg width="356" height="198" caption="Students work on engaging hands on activities during the reading block."]][[image:IMAG0047.jpg width="362" height="198" caption="Students in cooperative learning groups during literature circles."]] || Teachers may need additional training with writing essential questions that focus on specifc GLEs. ||
 * Oct 26-Dec 6 reflection ||  || Teachers found the idea of using "arousal" activities engaging. Some have used technology to help engage their students in the learning process. ||   ||   ||   ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || * States of transition were discussed and modeled at faculty meeting. || Thinking about and planning for transitions helps teachers prepare students for changes in the school day. || [[image:Transitions._compressed.jpg width="451" height="316" caption="Steps for Managing Transition into the Classroom"]] ||  ||
 * Dec 7-Jan 31 reflection ||  || Teachers found it helpful from a management perspective to think about, and plan for transitions in the school day. ||   ||   ||   ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || * States of well-being, calm, & reflection were presented and modeled at our faculty meeting by the leadership team. Teachers completed activities similar to those presented at leadership academy. || Maintaining a state of well-being is essential to help students reach their learning potential. || [[image:well-being.JPG width="282" height="174" caption="Students in a state of well-being"]][[image:Reflection_jpeg.jpg width="260" height="440" caption="Super Star Student Self-Reflecting Point Card"]] || While teachers understand the importance of thinking about states, it may be helpful to see explicit models of how these ideas are reflected in instructional practice. ||
 * Feb 1-Feb 28 reflection ||  || Teachers discussed using journal entries across the content areas to help elicit a state of reflection in students. ||   ||   ||   ||
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward || We presented & discussed the many ways to celebrate our students' behavior at Baltz! We also discussed ways to celebrate small academic achievements in the classroom. || Celebrating students' successes help them to feel appreciated and confident in their academic and social learning. || [[image:IMAG0050.jpg width="386" height="221" caption="Students celebrate with a cheer during writing workshop."]][[image:IMAG0057.jpg width="385" height="229" caption="Faculty celebrates with students through music."]] || Teachers sometimes feel pushed for time due to curricular demands. They are concerned about spending too much time on non-academic activites. ||
 * 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**: ||  ||
 * **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 use whiteboards to demonstrate thier processes
 * Teachers encourage think-a-louds for students to share strategies
 * Using graphic organizers to visualize ideas
 * Manipulatives for students to solve problems
 * Students draw pictures to illustrate their thinking
 * The use of technology such as elmos, smartboards, and overheads to demostrate processes
 * Teachers use of process oriented quetions, ex.; tell us how you came up with that, can you share your strategy? ||

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 * **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. Singing phonics songs 2. Daily repetitive practice built into each lesson 3. Meaningful homework for review. || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || 1. Frequent praise and encouragement for class participation and academic success. 2. Mentoring program for students who need extra support 3. Displaying student work 4. Healthy competition (speed stacking competition in PE classes) || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || 1. Breakfast provided 2. Healthy snacks provided by cafeteria 3. Boost-UP room for kindergarten students. 4. Speed stacking competition in PE classes. || Internal memory tools forremembering new facts by associating withpreviously learned information. || 1. Rhyming, songs 2. Memory games/learning devices 3. Mnemonics - FAT-P, KWL...... || Please Describe || Our December Faculty meeting focused on the importance of memory and recognizing the type of memory we want to leave for our students. Each table of teachers shared some of their favorite memories of a teacher they had in school. The meeting ended with a DVD of Baltz students sharing their personal memories of each of the staff members. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic**............................................................................ ||
 * Examples**...................................................................................................................... ||
 * Rich Repetition:
 * Rich Repetition:
 * Emotion:
 * Glucose/Oxygen:
 * Representation:
 * Other –

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 * <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.making real life connections to the lesson2.using different graphic organizers to organize ideas3.student investigation to create a solution4. coparing different texts and stories to make connections ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1.healthy snack options provided by the cafeteria2.rhythmic clapping to gain student attention3.manipulatives to help students make concrete connections from abstract concepts4.use of voice amplification systems ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1.United Streaming videos2.introducing word wall words or new vocabulary prior to the unit of study3.making predictions prior to and throughout the lessons4. having a picture walk prior to reading of text and conversation about want is observed ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1.All students receive recess. "Standing on the wall" as a behavior intervention is not an option.2.Supervised physical activities to keep students moving and active throughout the entire recess period.3.During all math classes, students will skip count or practice muliplication facts while performing a physical activity for each math fact. For example, jumping jacks as students count by 5's up to one hundred.4. Kindergarten classes have a 30 minute per day in the SMART room using gross motor movement, eye to hand coordination as well as balance and spinning to increase brain effectiveness. ||
 * Other –

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 * <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.We did a October Faculty Meeting we called "HOPE FLOATS".....we revolved it around our "SS Baltz" theme and made the first objective of the meeting for everyone to send prepare and bring their "shipmate" a message in/on a bottle of HOPE. Prizes were offered for creativity. As staff arrived they had placed their bottles on the front table, got handed a cup of ice-cream and a bottle of soda to make their own "Floats". Each table had a bottle of bottles labeled with their names and a poem about Hope for teachers. Admin proceeded to hold up each bottle and deliver to the intended shipmate. It was a VERY cool thing- people went al kinds of creative- we had a watch in a bottle- where one shipmate "hoped" for the gift of time for the other- we had a more senior staff give their younger shipmate candle oil-so she could carry the flame- hot-sauce so she could never let things get dull and a bottle of water to revive herself when the education rat race gets her out of breath...it was sooo neat. So after all bottles were distributed and we talked a lttle about the Hope part of CHAMPS- we got on with our normal agenda items. We got lots of great feedback.
 * Characteristic
 * **Positive Affirmations:** communicate highexpectations, utilize simple accommodations, and foster a feeling of well-being for all students. || 1.PBS Spirit Rally2. Grade level winners for most spirit3. Best at BALTZ activities4. Tons of student/staff photos to celebrate events and give a sense of belonging ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Every day they pledge to make good choice & receive affirmations through PBS tickets if they are successful in doing that.2. Safety Patrol for bus conduct3. ALL students participate in organized recess activities4. We keep lots of spare uniforms so that kids who have "needs" do not have to worry about how they look or will be perceived- everyone is welcome in the BEAR closet ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. For staff our ongoing shipmates project gives a specific person for each person to belong to this year2. On the School Success Leadership Team ALL grades and special groupings within the building are represented.3. Whenever we are doing something to support staff (special events or gifts) we try hard to include lunch divas & custodians4. our HUG program- an internal mentored monitor program where "bubble" dstp kids get an adult who they come to see each day "Hello" and then the adult checks on the them during the day "Update" and then the student gets a chance to say "Goodbye"...it's a very brief event-its to just have someone who checks on you-gives you a sense that you are special and someone cares ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Our building tries to always be somewhere that parents feel is bright and welcoming - that is a challenge in an older facility2. Baltz conducts many parent involvement events, knowing it is difficult to have working families attend in these economic times-but we hold things whether 2 parents or 200 show up3.Shipmates are not CHOSEN they are ASSIGNED- so it is almost impossible to complete tasks set forth by admin. without spending time getting to know the other individual. This makes for allegiances and alliances that pull staff together in new and varied ways- for instance faculty mtgs- every school I've ever worked in has staff (just like kids) who have their unofficial seats- because we have OUR SHIP- folks are assigned spots and jobs "on deck"- it mixes things up and adds some adventure to the required extra-time4. Food- no mater what we do, we try our best to have something for people to eat & drink- it makes individuals more relaxed and willing to stop watching the clock- it becomes something they are part of instead of forced to do. ||
 * Other –

This is a video we made from the fun we had with our CHAMPS PD one rainy Saturday in early October just press the widget to get there media type="custom" key="4696761" || 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? ==

||
 * <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. Students are greeted each day & car doors opened by admin2. each child says the Baltz pledge each day-making sure everyone CARES-is Cooperative, Accountable, Respectful with high Expectations & Self-Control3.We end all announcements on the PA with "Let's make it another Best Day at Baltz"4. Classrooms can act as a "team" and earn PBS paws for class wide activities for doing the right thing -they can get them from the cafeteria (from those on duty) from specialists, from the playground and from the Principal-it gives them a sense that they must share the responsibility to earn the rewards || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1.PBS store offers things by varying ticket amounts- the better choices you make-the more tickets you earn-the bigger the prizes & selection2.Grade levels who do something special (like have a guest speaker who mentions they are impressed) or an emergency happens and kids are extremely helpful is usually given a NUT day (no uniform today) which they love3.Our time out room- BEAR Room always has kids complete a better choices activity, so even when they have made a bad choice, they are certain to recognize others when they return to class4. When kids have a fight- upon return from suspension or if they for some reason can't be picked up that day- we have a conflict resolution software program that has them role play different scenarios on the computer to see if they can make the best choices and win. || – Current quality artifacts representing the majority of the students is displayed. || 1.Posters displayed for PBS Spirit Week2.Picture displayed of students wearing their "I did my Best at Baltz" t-shirts on the WE MADE AYP bulletin board3.Student Safety patrol has pictures posted with their promise to be true to the Baltz CARES way4. Many grades have posted a version of a "Who am I?" project that they use to start the year and help them know their students better. || – Written and/or verbal words of encouragement and reinforcement. || 1.Teachers are recognized weekly with the Lego Rose for doing exceptional things2. Parents received positive phone calls placed by staff before October conferences in order to win prizes for 100% reached in homerooms3.Each staff member has committed to giving up 1 plan this year to go observe the instructional strategies of their "shipmate" as our building shared goal4. Our common language revolves around many of the topics from our book study-so we make frequent references to that, making a culture that appreciates the value we each bring || Please Describe || 1.Each person on staff has a "ship-mate" the PD committee assigned in August based on our book study- we tried to match people most unlikely to find one another otherwise. People are assigned shipmate actvities & responsibilities....for example shipmates are responsible for one another having what they need next week for conferences-they are to touch base and make sure each has conference logs-ordered translators, etc. And sometimes we do fun tasks like- find out what your ship-mate's favorite libation might be? It's cool to hear folks greet one an other in the hall "good morning ship-mate"2. We have tried harder than ever to make things not be top down by delegating major projects to go forward under teacher leadership- example PBS is being run by a teacher this year and had always been an admin. function-teachers seem to feel much more like they have a say and accountability. ||
 * 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

feedback thru blogs and uplodad of docs in wiki and/or google docs || admin requesting tech support for video grade level download of information || initiate post-DSTP ||  ||   || [|Technology Quotes]
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Create video library of singapore math activities,(ie."sprints", skill building sessions). || wiki of posted video library
 * Develop a "Singapore" pilot on-line learning community || Teacher created activities, feedback blogs || 21st cent leadership team/School success team || Sept 09 ||  ||   ||
 * Create and maintain "FAQ" for Singapore topics. || teacher postings, discussion threads || teacher /teams during school improvement planning blocks || Fall 09 ||  ||   ||
 * create online collaborative community w/ other schools, (national or international) || contact with other singapore schools and video || teacher / teamsduring school improvement blocks || Fall '09 ||  ||   ||

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