Forest+Oak

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** Establish positive social groups Set goals Do GNL's in journals or verbally Use Hope Notes and Paw Power Stickers || Building Champion Mindsets and Establishing Hope || [|Champs_Bulletin_Board.jpg] [|Paw_Power.jpg] [|Hope_Notes.jpg] [|goalsetting.jpg] [|helping_hands.JPG] || Presenting the workshop and giving teachers the tools is easy. Monitoring implementation is a challenge. || Vocabulary Notebooks - examples of graphic organizers __Tools for Engagement__, Jensen - teams shared reading; 2 chapters per month; discussed at team meetings "Teacher Tools" Bulletin Board || The main focus of Jensen's book is managing emotional states for learner success; summarizing and vocabulary strategies have a great effect on achievement gains. || [|Vocabulary_Notebook.JPG] [|Teacher_Tools_Bulletin_Board.JPG] [|Jensen_Tools_for_Engagement.jpg] [|chalk_talk.JPG] || Instead of buying each teacher a Jensen book, each team received a book to share among its 4 members. A teacher keeps the book for a week and passes it along to the next person to read the 2 assigned chapters for discussion at the monthly team meeting. Some teachers do not want to take the time to read the book, which will effect the quality of the discussions and may also impact their buy-in of the academy's work. || Using music (E.g., //Hooked on Classics//) to arouse faculty at meetings; Five "tools" listed on the faculty bulletin weekly || Music with high BPM energizes us! Movement solves the binding problem in learning....it integrates emotions, body, and mind to ensure learning is meaningful and can be recalled. (Jensen) || [|Kindergarten_Take_10.jpg] ||  || [|imaginaryobject.jpg] [|stretching.jpg] [|EAGER_Classroom.JPG] ||  || to produce calm energy as welll as using music and exercise have influenced the state of well being in students. || [|yoga] [|Kindergarten_Pair_Share.jpg] [|Kindergarten_table_Pair_Share.jpg] ||  || In depth learning with confidence is also a state of well being. ||  || The importance of learning material in our dependent modality, such as air writing, for those students who learn best kinedthetically, is critical to triggering the "I Got It!" state. || [|Third_Grade_Shaving_Cream_Writing.jpg] ||  || Positive specific praise to individual students. Classroom Compliment Jar. || A variety of individual, classroom and grade level celebrations and rewards are implemented at Forest Oak. Positive, specific praise is incorporated in each reward/incentive celebration. || [|AR Rewards Event at the YMCA] [|Recognition Assembly]
 * 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 || Build quality relationships
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || Vocabulary and Summarizing Activities
 * Sept 28-Oct 25 reflection ||  ||   || Chalk Talk and Word Detective were big hits in the classroom! ||   ||   ||
 * <span style="display: block; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Oct 26-Dec 6 prediction || <span style="display: block; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Opening curtain: Arousal States and States of Healthy Concern || "Take 10 at 10" activities twice a week, plus integrating movement in lessons, as appropriate;
 * <span style="display: block; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Oct 26-Dec 6 reflection ||  ||   ||   ||   ||   ||
 * <span style="display: block; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Dec 7-Jan 31 prediction || <span style="display: block; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Changing scenes: States of Transition || Students take brain breaks, switch seats, use clapping rhythms, pass objects, and frequently stretch to transition from one activity to another. || Transitions are used in the classroom to smoothly move students from one acitvity to another and to give students a cognitive break. Graphic organizers and thinking maps provide visuals for students to plan and organize their learning. Bloom's Taxonomy was also reviewed to promote rigor. The Exit Ticket reinforced the EAGER Classroom. || [|Second_grade_transition.JPG]
 * <span style="display: block; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Dec 7-Jan 31 reflection ||  ||   ||   ||   ||   ||
 * <span style="display: block; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Feb 1-Feb 28 prediction || <span style="display: block; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Intermission: States of Well Being, Reflection, and Calm || Affirmations, compliments, grateful reflection, music, recognition, and stretching are frequently used strategies. || Increasing the amount of social connnectedness in the classroom
 * <span style="display: block; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Feb 1-Feb 28 reflection || I Got It!
 * <span style="display: block; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Mar 1-May 9 prediction || <span style="display: block; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Curtain Call: States of Celebration and Reward || Peer buddies, Compliment chart, VIP/Star of the Week, Good News Notes, Classroom Compliment Parties, AR Incentive Reward Day at the YMCA,

[|Star_of_the_Week.JPG] ||  ||
 * <span style="display: block; font-size: 10pt; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in;">Mar 1-May 9 reflection || Forest Oak is movin' on.... || **//ANDIAMO!//** ||  ||   ||   ||

C.H.A.M.P.S. - Examples of Implementation <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">Leadership Academy 2009 -2010 <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">**Essential Question:** ==<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">How can each learner’s Academic Success Operating System be built, supported and influenced? == ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**March 2010:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> **Sequencing** ||
 * <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 6, **Sequencing**
 * Discuss Examples of Implementation: **Analyze Characteristics**

................................................................. || Examples ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Prioritize procedures based on certain criteria**: || Blackboard Configuration - Do Now, Objectives listed in student friendly language. ||
 * || Morning routine and consistent daily schedule for structure and stability. ||
 * || Graphic organizers used to plan writing. ||
 * || Math problem solving model for word problems. ||
 * || Fitness Friday ||
 * || Writing process. ||

||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**January 2010:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> **Processing** ||
 * <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 5, **Processing**
 * Discuss Examples of Implementation: Making the Invisible Visible

................................................................. || Examples ............................................................................................................................................................. || School-wide graphic organizer for writing || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**
 * **Making the Invisible Visible**: || Using Elmo with Vision software- share students' work and have them explain their thinking. ||
 * || Using DSTP Math and Reading Rubrics to score and discuss students' work. ||
 * || School-wide framework for solving math problems.
 * || Discovery Education video clips to clarify content. ||
 * || Mathplayground.com video segments on various math topics ||
 * || Use of small whiteboards for students to show and demonstrate their work. ||

||
 * <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. Peer editing 2. Creating graphic organizers 3. KWL charts 4. Summarizing with Alphabox activity || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || 1. Student of the week celebrations 2. Using timers 3. Competitive games and competitions- Numbers Bee || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || 1. Fitness Friday - morning whole-school excercise 2. Healthy snackes/water bottles/water fountains in some classrooms || Internal memory tools forremembering new facts by associating withpreviously learned information. || 1. Listing phrases to learn chess rules and setup of board - light on the right. 2. Creating songs or your own acronyms to remember important information. 3. Mnemonic devices- SEAL - Show work, explain thinking, answer, label 4. Word walls and ongoing unit charts. 5. Framework for solving math problems (multi-step). 6. Graphic Organizers - standard format. || Please Describe ||  || 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 ............................................................................................................................................................. || 5. Music in the classrooms || 5. Preview vocabulary and key concepts prior to lesson/unit || 5. Yoga- crossing over center 6. Take 10 Health activities || 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. Q.A.R. strategy in reading2. Use of key words3. Daily Practice Problems in math (DPP)4. Class poster listing steps to solving math problems. ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Changing volume of teacher's voice during important points in lesson2. Use of highlighters for QAR3. Listening to leveled readers in computer lab4. Using color codes, such as for Accelerated Reader
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Picture walk to preview books2. Guest speaker prior to unit, such as Stuffee for human body3. Pictures of new content - Galapagos Islands pictures prior to research4. Using United Streaming video clips as introduction to new topics.
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Fitness Friday activities2. Yoga - crossing over the center3. Hands on science kits4. Grouping and regrouping throughout the day
 * 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 || 1.2. || 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. Student recognition assemblies2. Positive phone calls and encouraging words on Friday notes.3. A+ recognition cards for teachers - shared at staff meetings4. ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Classroom centers2. Accelerated Reader3. Project Wisdom - morning announcements from counselor4. Differentiated Instruction5. P.I.G. - choices to work with a partner, independently, or in a small group ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Cooperative group roles2. Classroom helpers3. Special Olympics Buddies4. Mentoring program with JPMorganChase Bank ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Accelerated Reader goals2. NWEA goals/students record on bar graphs3. Compliments- class goals4. Numerix challenge - students set goal for advancement5. Behavior Plans6. Writing conferences ||
 * Other –

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 * <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. A+ Cards - presented to fellow staff members as a token of appreciation for doing something special.2. School motto recited to stress behavior expectations.3.4. || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. P.I.G - Students can often work with __P__artner, __I__ndividually, or in a small __G__roup.2.3.4. || – Current quality artifacts representing the majority of the students is displayed. || 1. Artwork is displayed throughout our building, with a culminating Art Show in the spring.2. Students' work published in Panther Press newsletter.3.4. || – Written and/or verbal words of encouragement and reinforcement. || 1. Project Wisdom - Morning words of wisdom presented over intercom every morning.2. Positive notes to staff on daily bulletin and meeting agendas.3. Students get friendly greeting as they exit bus in the morning.4. || 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

Kathy A.- primary model || Dan || 3/2/09 ||  ||   ||
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Make optional learning style inventories available to teachers. || Websites and hard copies
 * Demo a sample of the 9-item choice board with 3 learning tools packets. || 9 item Choice Board with 3 learning tools packets || Lauren/Ken || 4/7 faculty meeting ||  ||   ||
 * Model a portion of the geometry lesson plan with integrated websites:

(Use the above icon with the globe to insert website links.) || Geometry lesson plan Website links || Lauren/Ken || 4/7 ||  ||   || Teachers || Team meeting following 4/7 Faculty Meeting ||  ||   || Discovery Education, etc. (Preview lesson plan resources on 21st Century Leadership Academy home page to make selections.) Bookmark these on Forest Oak's Teacher web resources page/folder. || Will update at BLT meeting later this week. || BLA || 4/7 Faculty Mtg. ||  ||   ||
 * Ask teachers/teams to create a 3-item choice board and learning packets, representing activities from which students can choose for each of 3 learning styles, to integrate with an upcoming lesson/unit. || 3-item choice boards with learning packets || Diane
 * Give teachers a list of website and streaming resources from which to explore.
 * BLA will review and choose Google Doc vs. Wikispace for collaboration. || Set up wiki accounts for each teacher || BLA || 4/7 mtg. ||  ||   ||
 * Selection areas of focus from the four tech tools presented || Create wiki to highlight each of the 4 tech tools || BLA || 4/7 mtg. ||  ||   ||
 * Next steps: Decide next steps for staff and students. || Teachers/teams selected one tool to implement and add to wiki list of possible applications || Faculty || 4/9 ||  ||   ||
 * Develop plans for DATA DAY || Review and edit PP from Stanton Data Day to show faculty

Location and caterer Data and response form prep Chart paper and markers || BLA || May faculty meeting

June 1 ||  ||   ||
 * Share district tech refresh plan and funding

Creat school tech purchase plan

Get information from Ted Ammann re: district 5 year tech plan, menu of appproved or recommended tech tools and costs || Create Needs Assessment (survey) Review survey results and create wishlist

Reponses from Ted Ammann || BLA BLA

Diane || Mid May

June 11

Mid May ||  ||   || [|Technology Quotes]

Forest Oak Notes Page

Vision Statement: What will technology look like in our schools: Portable, accessible, teacher as facilitator.

Benefits: Students motivated, engaged, and challenged with little downtime Result: Improved student achievement. Students will be prepared for the workplace; economic benefits for all.

To achieve the vision: Provide updated tech tools and hardware for classroom Provide PD and tech support Provide sufficient time for collaboration and idea development Write tech action plan or incorporate in SSP Serve as tech leaders and model support tech plan