Marbrook

Marbrook 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** Marbrook Pledge- Dolphin Promise healthy snacks-students are given informations and fun facts about the healthy snacks provided throught the FFVC || Hope from Champ attention || Bulletin Board, Pledge on announcements || getting buy in from all the staff time || introduce new strategies for summerizing and vocabulary || chalk talk boards and examples of think, write pair share, video of kids using motions/drawings for vocabularly development || time!!! fitting it all in || -School Pride -healthy snacks promote increased academic success || These projects/activities help to influence positve learning states by increasing hope and attention. || || So much going on! Parent conferences, DCAS || Dolphin Day End of Marking Period Quarterly Book Reports AR posters/announcements/rewards || Brain Breaks help motivate the students to positive learning states. Students anticipate with healthy concern if they have recieved a Dolphin Day award. They also anticipate their report cards and the quarterly book reports that are due. Students look forward to hearing their name on the morning annoucements for the AR points they have earned || Dolphin day pictures, video of brain break, picture of AR posters
 * 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 || You Brighten My Day-students provide written compliments for their classmates which are posted on bulletin boards
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || turn around on Oct 13 || address states and how they affect learning
 * Sept 28-Oct 25 reflection ||  || -Students have enjoyed reading the positive comments from their teachers and peers
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || Brain Breaks

|| AR program on the computers not working ||
 * Oct 26-Dec 6 reflection ||  || Noticing an increased use of brain breaks throughout the school. Dolphin Day was a huge success. || Teachers are finding new and different types of brain breaks to incorporate in their lessons. This has increased the students anticipation of new materials and lessons. Dolphin Days continue to have a positve inpact on our students and their behavior. Some students already have 30 AR points! ||   ||   ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || We ring the bell at lunch as students prepare to return to their classrooms and afternoon lessons for 2 minutes of quiet time. We recite the Dolphin Promise every day at the end of announcements to signal to the childern that it is time to learn! All of our teachers begin each new lesson by establishing what GLEs will be addressed. Teachers also use the countdown clock on the smartboard as a transition tool to keep the students on task. || These cues allow our students to prepare for their next learning adventure. expectations are established for the students when the bell rings at lunch or the Dolphin Promise is recited or lesson GLEs are stated. || Pictures of "Quiet Time". Pictures of posted GLEs

|| These are established proceedures in our school. One possible interuption may be the students' excitment over the upcoming holidays. || - processing and sequencing activities - Journal writing -museum walks-after a writing activity, students quietly walk around the room and read each others' pieces. Post-its are provided for students to make positive comments about their classmates writing pieces || Classroom teachers use read alouds to instill a state of well-being. Teachers lead students to a state of well- being through processing and sequencing activities using distributed practice.The state of reflection is acheived in the classrooms through journal writing and classroom discussion. Teachers allow for think time and use non-linguistic representation often, especailly with our bi-lingual students. ||  ||   || Classroom author-decorate the door contest to be done in March for I Love to Read Month || This has been one of the easier aspects of the leadership academy to adapt as journel writing and read alouds have always been a part of our instruction at Marbrook. Teachers are increasing their use of distributive practice (summarizing) throughtout their lessons instead of just at the end of the lessons. They are seeing an increased number of students reaching a state of well being since implementing these practices more often. ||  ||   || Dolphin Days Honor Tables Compliment Parties Honest Marbrook Students AR posters, rewards Honor Roll Posters You Brighten My Day bulletin boards Lots of high fives, good jobs and sticker charts throughout the school! || All of these are examples of celebrations and rewards that we are currently doing or are going to do. ||  ||   ||
 * Dec 7-Jan 31 reflection ||  || Children are responding well to the signals for transitions. || Teachers are finding new ways to incoporate the use of transitions in the class. They are using them more as they discover the benefits. A website used at Marbrook for advanced organizers: ||   ||   ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || -read aloud
 * Feb 1-Feb 28 reflection ||  || Dr. Suess read aloud
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward || Classroom author-decorate the door contest to be done in March for I Love to Read Month
 * 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**: ||  ||
 * Building wide procedures || Dismissal-Students are dismissed in an orderly process by grade levels. Walkers and car riders are dismissed first, followed by buses. Students eat in the cafeteria by grade and enter the lunch room in a staggered fashion. ||
 * Announcements || Morning and afternoon announcements conducted before and after school at the same time each day. Quote of the day is recited in both English and Spanish. Bus order is announced at the end of the day to help students and teachers locate certain buses. ||
 * Classroom || Daily routine is modeled and gone over repeatedly throughout the year. Students learn and understand the sequence of each day through this repetititon giving them much needed school structure. ||
 * Centers || Sequencing centers implemented throughout every grade level. ||
 * **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**: || * Think pair shares
 * FATP
 * Using various rubrics to score and discuss work with students
 * "Getting the Gist" comprehension activities
 * Using white boards to allow students to share and discuss solutions
 * Use of multiple graphic organizers to extend meaning
 * Using manipulatives and illustrations to extend meaning
 * Target the Question Math problems. ||
 * **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. KWL charts and concept mapping 2. Amazing words 3. Make predictions before reading stories || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || 1. Dolphin Day nominations 2. Star of the Week 3. Displaying of student work 4. Accelerated Reader Achievement points || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || 1. Water bottles at student desks 2. Brain breaks provide movement activities 3. Stomping and spelling word wall words 4. Snack breaks provided for some classrooms || Internal memory tools forremembering new facts by associating withpreviously learned information. || 1. Use of United Streaming to build upon concepts 2. Different types of graphic organizers used 3. FATP 4. Songs used in reading series || 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 ............................................................................................................................................................. || 2. Retelling and summarizing are used often. 3. Wait time used, as well as mind streaming. 4. Video puzzles on math playground used to explain and show word problems. 5. Read aloud story books used that came with reading series. 6. Connections are made text-to-text and self-to-text. 7.Journals and reflections || 2.Water bottles allowed on student desks for frequent water breaks 3. Word walls are color coded according to subject areas. 4.I mportant words on assignments are colored, bold, or underlined. 5. Use of color coded math word problems. 6. Vocabulary games played that are color coded. 7.Small groups of desks promote cooperative learning 8.Posters of rubrics, rules, voacbulary, etc. || 2. Use of United Streaming videos- all subject areas. 3. Video puzzles on math playground used to explain and show word problems 4. Picture walk used during reading. 5.Essential questions 6.Pretests/surveys || 2. Students are allowed to sit in various places in the room during specific activities. 3. Manipulatives are used often in science and math. 4. Infinity sign used during a break. 5. Some have used N, S, E, W activity. 6.R eading centers allow for movement. 7. Games to review like Around the World are used to practice facts. 8.Dance Break-class theme song || 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. The use of KWL charts with any subject/topic
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Setup of classroom, posters, visual cues
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Pretest (spelling/math), videos (unitedstreaming), picture walks
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Boost Up program, Stretching in between subjects/transitions, Jumping activities while saying the alphabet
 * 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 ............................................................................................................................................................. || 5. PTA newsletters tell what's going on around the school. Student names and pictures are also included in these newsletters. 6.Quotes of the Day done by both english and spanish speaking students during the morning announcements. || 5.Students are provided the opportunity to set a goal for an assignment and reflect afterwards. || 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.Dolphin Day nominations are given for positive behavior and academics.2.Honest Marbrook student names are recognized on the school intercom system during morning and afternoon announcements.3.Champion mindset posters were created and signed by each classroom and displayed by classroom doors.4. "Go For the Green" papers are used to communicate and recognize positive behavior to parents.
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1.Students grade their own work and write positive comments.2.Students are given the opportunity to grade other classmate's work and write positive comments.3.Allow students the choice of how to report information on a particular subject(poster, poem, play, song, etc.)4. ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1.Honor table awards are given daily to classes that follow cafeteria rules.2.Star of the week3.Every class signed our "Learn Like a Champion Today" Champion Mindset posters.4. ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1.Accelerated reader points are achieved and names are written on posters in main hallways.2.NWEA goals3.Setting goals to achieve RTI score4. Setting goals of number of points to achieve in Accelerated Reader
 * 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.Dolphin Day Awards Ceremony-Students are chosen by their classroom teachers to receive this award based on positive achievements. They are honored by the principal, assistant principal, classmates, staff and parents/guardians during an assembly.2.Blue Ribbon Posters are posted throughout the school to acknowledge the school's achievement.3."Learn like a champion today" posters were created, posted, and signed by teachers and their students. || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1.Honor table awards are given at each lunch to tables that are on their best behavior.2.3.4. || – Current quality artifacts representing the majority of the students is displayed. || 1.Current events associated with Marbrook are posted in main entrance way trophy.2.Bulletin boards throughout the school present student artifacts. Star Students bulletin board (5th grade) has each student write down a goal for the school year on a star :)3.Accelerated Reader student name/points are posted in main hallways to recognize student achievement. || – Written and/or verbal words of encouragement and reinforcement. || 1.Honest Marbrook students are announced at the end of the each day.2.Inspirational Quotes of the Day are recited by students every morning in both English and Spanish.3.Perfect attendance and honor roll awards are given to students every marking period. || Please Describe || 1.When a teacher raises both of their hands, it is common for Marbrook students to give them a round of applause.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

Technology Vision Statement- Marbrook's technology vision is that all stakeholders will effectively use technology to be lifelong learners in the 21st century. Students will be given the opportunity to broaden their technological skill base to allow them to become competitive and contributing citizens in our global society. Teachers will be continuously afforded the opportunity for professional development training to remain current in the components of 21st century learning. Opportunities for community/parent involvement will be encouraged.


 * **GOAL** |||||| Construct a bank of activities that will allow teachers to create choice boards in their classrooms using collegiality within each grade level. ||  ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Activities for choice boards || Monthly Team level meetings || Team members || April ||  ||   ||
 * Determine individual learning styles || Surveys available via the internet. Students will complete the surveys within the classrooms || Teachers || April ||  ||   ||
 * Peer coaching || Teachers modeling use of technology as a tool || Teachers || May ||  ||   ||
 * Jigsaw at Faculty mtg

Data Day || Members of the 21st Century academy will hold sessions to discuss the 4 breakout sessions from the March 23rd meeting. Teams will then meet and share information.

Teacher Teams and BLT gather to discuss and evaluate student achievement and create presentations for June 10th. || 21st Century Academy participants.

21st Century Academy and teachers || May

June ||  ||   || [|Technology Quotes]

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