Shortlidge

Shortlidge 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** || * CHAMPION Mindset || * Time || * Creating states of healthy concern arouse student interest and motivation for learning. Teachers can create these states through conferencing, goal setting, and integrating physical activity into transitions. || * Pictures; Staff meeting agenda and exit tickets, Boost Up Room setup with a schedule for Kindergarten classes
 * 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 || * Staff Breakfast including flowers, music, decor, movement, active engagement.
 * Teaching with poverty in mind.
 * I-Cares training.
 * PBS Kickoff
 * Ways to stimulate the brain
 * Tools for engagement
 * Hope || * Pictures
 * PowerPoint Presentation
 * Staff Created Chart to be displayed in the copy room focusing on relationship building.
 * I-Cares & PBS kickoff-schoolwide.
 * Preparation ||
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || * Staff meeting
 * Vocabulary and summarIzing strategies to be shared with staff for classroom implementation
 * Modelling of strategies
 * Defining, recognizing, and altering states || * Understanding states can improve student learning.
 * Some states are more conducive to student learning than others. || * Post the Marzanno chart displaying 5 useful strategies
 * Student of the Month
 * Teachers will share how they define, identify, and alter states within the classroom. || * Establishing consistent rules and procedures for classroom instruction.
 * Defining and establishing clear teacher "states". ||
 * Sept 28-Oct 25 reflection ||  ||   ||   ||   ||   ||
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || * Staff meetings to discuss arousal states with staff; Implementation of the "Make School A Moving Experience" program(CATCH) partnership with Nemours; Boost UP program for Kindergarten; Title I Literacy Night

|| * Consistent implementation of transition strategies to promote states of healthy concern. ||
 * Oct 26-Dec 6 reflection ||  ||   ||   ||   ||   ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || * Staff meeting to turn around information
 * Implementation of sight word interventions at each grade level- placing word walls for each grade K-5 that focuses on sight/high frequency words in grades K-3 and vocabulary/cross-curricular words grades 4-5.
 * "Take 10" training- teachers learned useful, meaningful, and engaging strategies to promote arousal states through physical activity during transitions in the classroom.
 * Differentiated instruction training to promote higher order thinking and modified/extended learning opportunities to promote student engagement and reach all learners. || * Understanding states of transition is essential to reach our learners.
 * By ensuring our staff members are able to identify, support, and alter the states of learners in the classroom, we are maximizing instructional time by keeping students on task, focused, and motivated to learn to engage in academic activities. || * Staff meeting agenda
 * Exit card from staff meeting
 * Master word list for word walls
 * Grade level word wall displays
 * Differentiated instruction powerpoint presentation || * Utilization of word walls during transitions through the hallways consistently across each grade level.
 * Making the Word Walls a relevant, functional, and evolving component of our school.
 * Practice differentiating learning activities in the core content areas to promote engagement and meaningful learning. ||
 * Dec 7-Jan 31 reflection ||  ||   ||   ||   ||   ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || * "I Love to Read" and "Black History Month" Celebrations.
 * Dr. Newton from the DE Humanities Society performed a read aloud of the ABC's of black history.
 * 76ers players visited the school to do a performance for the primary grades based on reading success
 * Conducted Shortlidge Academy 1st Annual Read Aloud Week in which members from the school community and district staff conducted read alouds to classes at each grade level.
 * 100 Book Challenge
 * Implementation of Take 10 strategies

|| * Dr. Newton's visit was directly related to this months theme because it provided students the opportunity to learn valuable information in an engaging and genuine environment. Dr. Newton promoted high student engagement by focusing historical information presented to children around ideas they are generally interested in such as sports and music.
 * Students become engaged whenever professional athletes visit and are eager to listen to them speak. The 76ers were able to engage students and successfully promote the idea that reading is the catalyst to success in sports.
 * Activities promote and support the CHAMPS mindest. || * Pictures
 * Charts of student progress towards the 100 book challenge
 * Schedules and procedures for volunteer readers
 * Student safety patrol

|| * Time
 * Scheduling
 * Training of student safety patrol ||
 * Feb 1-Feb 28 reflection ||  ||   ||   ||   ||   ||
 * 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**: ||  ||

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

................................................................. || Examples ............................................................................................................................................................. || Administrators observe Smart board lessons || Students using SMART BOARDS to solve problems || share with each other. || Use of laptops to work with partner and complete their own organizer with "Kidspiration" || then lets || students apply using graphic organizers || by student || Have strategies posted and graphic organizers available || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**
 * **Making the Invisible Visible**: ||  ||
 * Use of SMART BOARDS to show student processing -
 * Use laptop cart to show student processing and
 * Teacher models, demonstrates and guides practice
 * Think Alouds - Write Down - Then review strategy used

||
 * <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. Math number facts drill-mastery posted on hallway bulletin board. 2. Pre-exposure-vocabulary words 3. Read alouds 4. visuals from internet to "show" what is being discussed, to enrich background knowlege || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || 1. PAWS 2. Writer Wall of Fame 3. Student of the Month/Week 4 100 Book Challenge 5. Lego League, Girls on the Run, Basketball-Reading After School Program 6. Couseling/ Mentoring || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || 1. Health Snacks 2. Basketball/Reading, Dances, Gymnastics 3. Morning Stretch 4. Vocabulary / Panomine || Internal memory tools forremembering new facts by associating withpreviously learned information. || RARE FATP ROSE - math || Please Describe || Graphic Organizers Centers Praise/PBS || 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. Syncopated clap2. Word walls3. Curriculum rich classroom environment 4. Active student engagement || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Making Meaning:** The ability to process new information internally, make connections to prior knowledge, and reflect on new information. || 1. Comprehension strategies posted2. Think Pair Share3. Use of rubrics4. Re-telling ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Use of Videos2. Technology3. Bright colors4. Use of manipulatives ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Today class we will....2. Making Predictions3. Picture Walk4. Vocabulary review ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Round of applause2. Scoot to the end of your seat. I am going to tell you something important.3. Providing a physical clue for vocabulary words4. Morning stretch ||
 * 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. Dance Group after school2. Gymnastics Program3. Swimming for 4th grade at YMCA 4. Student of the Month || 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. Postcards of Praise for students2. A+ Cards for Staff3. Positive phone calls4. PBS programs ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Differentiated instruction2. PAWS Cart choices (cash in)3. 100 Book Challenge (choice of books)4. Choice of activity in class ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Helpers (lunch, technology, kindergarten, etc.)2. Science Ambassadors program3. Girls on the Run Program4. Girls Lego League ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. DIBELS charting progress monitoring and setting a goal.2. NWEA Goal setting3. Use of rubrics4. 100 Book Challenge ||
 * 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. Morning Message/ Words of Wisdom2. PBS expectations/ PAWS3. Morning Stretch4. Walking on 3rd Block in hallway || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. "Make it a great day or not the coice is yours"- Morning announcements2. Academic Choice3. Seat in cafeteria4. AR/Library book selection 5. Games at recess || – Current quality artifacts representing the majority of the students is displayed. || 1. Writer's Wall2. Posted in hallways and classrooms3. Math Achievement Wall4. Student of the month || – Written and/or verbal words of encouragement and reinforcement. || 1. A+ Staff Cards2. Compliment Apple3. Banners4. PBS || Please Describe || 1. Brithdays read aloud in morning2. Random acts of Kindness3. Postcards of Praise 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

__Shortlidge's Technology Vision Statement__: We envision our students being involved with interactive learning using SMART Boards, responders and other technology tools that will allow our students to compete technologically in the 21st century. Our teachers will have the desire to consistently integrate Elmos, SMART Boards, responders and other 21st century technologies on a daily basis. To accomplish this, our teachers will also exhibit the willingness to partake in all the professional development needed to integrate these technologies within the classroom. Students and teachers will be able to use 21st century technology to learn, create and achieve. Our school communication between staff, parents and the community will become paperless. Instead of wasting paper, technologies such as emails, wikis and Google can be utilized. Every staff member will have all information and data they need at their fingertips.

One to use for instruction, the other to use for collaboration || Curriculum/Staff Meeting || Leadership Team || May ||  ||   || Meeting || L. Thomas || May ||  ||   || Meeting || Leadership Team || March ||  ||   || [|Technology Quotes]
 * **GOAL:** Make teachers aware of the technology tools available to enhanceclassroom instruction and collaboration ||||||  ||   ||   ||
 * = **Action Items** ||= **Deliverables** ||= **Person** **Responsible** ||= **Deadline** ||= **Tools/Purchases** ||= **Costs** ||
 * Model and present 2 websites at a time for teachers.
 * Search websites for or create lessons for teachers to use || Copies of lessons || Leadership Team || May ||  ||   ||
 * Create time for teachers to discuss lessons || Curriculum/Staff
 * Purchase initial SMART Board for teacher training ||  || L. Thomas || May ||   ||   ||
 * Train teachers to use the SMART Boards || Staff Meeting || Vicki Green || May ||  ||   ||
 * Survey teachers for their technology needs that would help further technology usage the classroom || Curriculum/Staff
 * Purchase SMART Boards for teachers' classrooms ||  || L. Thomas || July ||   ||   ||
 * Purchase classroom Responders for the building ||  || L. Thomas || July || Purchase 1 set of Responders ||   ||
 * Purchase each staff member a USB Flash drive ||  || L. Thomas || July || Purchase 30 USB Flash Drives ($8.10) || $243.00 ||
 * Purchase an Elmo for the building ||  || L. Thomas || July || Purchase 1 Elmo || $529.34 ||

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