Meadowood

Meadowood 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** H- || champion mindset- can do attitude || Dalton video back to school night power points PBS data || time ||
 * 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 || C-PBS kick off
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? ||  ||   ||   ||   ||
 * Sept 28-Oct 25 reflection ||  ||   ||   ||   ||   ||
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern ||  ||   ||   ||   ||
 * Oct 26-Dec 6 reflection ||  ||   ||   ||   ||   ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition ||  ||   ||   ||   ||
 * Dec 7-Jan 31 reflection ||  ||   ||   ||   ||   ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm ||  ||   ||   ||   ||
 * 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**: || Arrival/Departure routines ||
 * || Classroom routines ||
 * || Bathroom, lunch routines ||
 * || Task analysis of self care skills including dressing, clean up skills ||
 * || Classroom and individual schedules ||
 * || Task analysis of academic skills including math and reading skills ||
 * || Communication devices including low tech and high tech devices ||
 * || Community routines including transportation and shopping ||
 * || Rec/Leisure skills ||
 * || Job skills including task analysis of job, schedule, self care skills, transportation ||
 * || Inclusion skills including schedule, logistics, participation in class ||
 * || Meal/snack preparation including following and executing a recipe, shopping, lists, clean up ||

||
 * **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**: ||  ||

||
 * <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. ||  || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. ||  || The process of encoding andretrieving memories is dependent upon glucose andoxygen. ||  || Internal memory tools forremembering new facts by associating withpreviously learned information. ||  || 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 ............................................................................................................................................................. || 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. Allow students to repeat new task often, allowing for better comprehension2. allow adequate wait time in order for students to process what is being asked3. Ask students "wh" questions to connect old and new knowledge.4. ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Keeping classroom environments calm, consistent, and visually stimulating2. Having schedules for all students and staff3.Individualize learning environment to fit each students unique learning needs (i.e. sensory, behavioral)4. ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Using visual, auditory, tactile, and object aides to prepare students2. Reviewing new material or task repeatedly before presenting new information3. use of daily schedule for all students4. ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Students participate in fitness fridays, with regular education peers, to promote healthy living2. Having sensory items and diets for students, to promote a positive learning environment3. allowing adequate break/down time for students, before transitioning to new activity.4. ||
 * 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. Participating in student recognition assemblies at our different school locations.2. Positive communications to parents - notes, emails, phone conversations, home visits3. Newsletter4. Conversation groups ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Classroom activities2. Choice during the development of daily schedules3. Choice of rewards4. ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Involvement in Special Olympics2. Classroom helpers3. Involvement in each school's extracurricular activities4. ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Input on PBS Goals2. Involvement and input during IEP development3. Behavior Plans4. ||
 * 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.Positive Behavior Supports Program (PBS) include:2.students receive b-bucks for cooperation, responsibility, safety3. PBS celebrations4. all students expected to respond to greeting- say hi, wave or use voice ou tput device || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. opportunity for choice making on activities for daily schedule2. choose staff member/classmate to work with3. choice of lunch items4. choose vocational opportunity || – Current quality artifacts representing the majority of the students is displayed. || 1. work from inclusion classes displayed in classroom and hallway2 student photographs matted and displayed3. students' prepared schedules displayed4. || – Written and/or verbal words of encouragement and reinforcement. || 1. B-bucks for positive behavior2. students trading in b-bucks for reinforcers3. verbal praise4. high-fives || Please Describe || 1. Staff encouraged to share student success stories to remind all that our students can "do it"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 Quotes]
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Create a Wiki for all teachers and therapists to share atleast one successful learning activity || website || Mattix || 3/31/09 ||  ||   ||
 * Defining what 21st Century Instruction is / looks like for the Meadowood Program? || powerpoint || 21st LAT || 6/09 ||  ||   ||
 * Survey for staff to identify current levels of knowledge of technology and instructional technology || survey || 21st LAT || 6/09 ||  ||   ||

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