Richey

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** Many teachers continue to address the "Champion Mindset" and "Hope" through bulletin boards that display positive messages including future aspirations and learning goals. To help students understand the expectations of a "standards-based" education, many teachers are beginning to focus on helping children process the "verbs" used in the standards. || At Richey, we are really starting to focus on building "HOPE" and a "CHAMPION MINDSET" with students and staff. || [|Island_of_Hope_Pic.JPG] [|Our_wish_for_the_future.JPG] [|Quotes_from_the_Famous_and_Soon_to_be_famous.JPG] [|Our_future_is_so_Bright_Bulletin_Board.JPG] [|Reaching_For_Success_Bulletin_Board.JPG] [|Learning_Goals_Bulletin_Board.JPG] [|ELA_Verb_Wall.JPG][|ELA_Verb_Wall.JPG] [|My_Wish_for_the_Future.JPG] [|The_Memory_Making_Second_Grade_Team.JPG] [|M2U00046.MPG] || <span style="display: block; font-family: 'Comic Sans MS',cursive;">We continue to have some staff members who have not fully "bought in" to the idea of CHAMPS. However, we have many teachers who have come on board since last year and changed their teaching and classroom practices to reflect a more positive state for learning. || <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">-At the staff PLC's, Mrs. Johnson and Ms. Martinez will have teachers share examples of student's states and how they worked to change it to a "positive" state for learning. <span style="color: #ff0003; font-family: 'Comic Sans MS',cursive;"><span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">﻿ <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">﻿ <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">- We can also address this at faculty meetings by starting the meeting with a teacher sharing time in which they are encouraged to share an example of how they were able to change the state of a student/students. || **<span style="font-family: 'Comic Sans MS',cursive;">Effectively managing states can have a positive impact on student achievement. ** || * <span style="font-family: 'Comic Sans MS',cursive;">Video of PLC demonstrating real examples of changing student states <span style="color: #ff0003; font-family: 'Comic Sans MS',cursive;">-At the PLC's, teachers at all grade levels began a book study using Eric Jensen's Super Teaching. They have reflected on Chapter 1 and how this reaffirms what we have been learning about. || **<span style="font-family: 'Comic Sans MS',cursive;">These activities relate to this month's theme in that they help to promote a positive state for learning and therefore improving student achievement. ** || [|BLT_Presentation_Pictures_074.jpg]
 * 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 || <span style="color: #ff0003; font-family: 'Comic Sans MS',cursive;">- For the staff 1st Day back to school the theme was "Welcome Back to Richey's Island of Hope" and all teachers were given leis to wear and enjoyed a staff breakfast. All staff members, including custodial and cafeteria staff, had their pictures taken individually and with their "teams" to be displayed on the front lobby bulletin board titled, " Reaching For Success". All teams had names that included various components of CHAMPS. For example, "The Memory Making 2nd Grade Team" and the "Hopeful Hardworking 1st Grade Team".
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || -<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">We will present the information about the "states" to the staff at the faculty meeting turnaround presentation.
 * <span style="font-family: 'Comic Sans MS',cursive;">Video discussion of //Super Teaching// Book Study during PLC
 * <span style="font-family: 'Comic Sans MS',cursive;">Pictures of teachers working on the vocabulary activity during the staff meeting.
 * <span style="font-family: 'Comic Sans MS',cursive;">Pictures of activities that promote positive states for learning || <span style="font-family: 'Comic Sans MS',cursive;">Being able to address various states when you are dealing with many students and backgrounds everyday. Getting staff to "buy in" to the idea will also be an ongoing challenge. ||
 * Sept 28-Oct 25 reflection ||  || <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">-After the turnaround faculty meeting, teachers began focusing more on the positive states for learning. Also, they were more aware of changing a student's negative before it became a mood. For example, teachers greet all students every morning to assess their "state" and whether or not it needs to be altered. Additionally, we have a "morning dance/exercise" to music that helps to motivate and change all student to a positive state for learning.

<span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Richey Book Study ||  || -At the staff PLC's, Mrs. Johnson and Ms. Martinez will have teachers share examples of student's states and what they did to arouse the students so that they were in a "positive" learning state. - The importance of Essential Questions (unit and lesson) will be presented to staff at the faculty turnaround presentation. -At the staff PLC's, Mrs. Johnson and Ms. Martinez will have teachers share examples of some Essential Questions (unit and/or lesson) they used in their classroom. || ﻿**-** **<span style="color: #000000; font-family: 'Comic Sans MS',cursive;">By using Essential Questions and other techniques to arouse student's interest in learning, teachers will be creating a positive learning state. This will affect students' learning of the content. ** || * <span style="color: #0002ff; font-family: 'Comic Sans MS',cursive;">Pictures of staff at faculty meeting ordering essential questions || <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">Being able to create a positive learning state in each student. Presenting the techniques to staff (especially the Essential Questions) in a manner that will encourage them to begin using them without feeling like it's "one more thing' that they needs to be done. || <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">- As a BLT, we have noticed an increase in the number of teachers using essential questions as a strategy to promote "arousal states" and states of healthy concern in students. <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">- We have noticed an increase in the use of "Advance" Graphic Organizers by teachers. The feedback has been positive and teachers see the benefits of using them to help students learn material better. <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">﻿﻿﻿﻿﻿﻿﻿ <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">-The teachers have continued their book study on Super Teaching by Eric Jensen and have discussed how students learn and how they have the power to use what they know about the brain to inform their teaching. We also read about how the physical learning environment has a tremendous impact on student achievement. || ﻿**-** **<span style="color: #000000; font-family: 'Comic Sans MS',cursive;">By using Essential Questions and other techniques to arouse student's interest in learning, teachers will be creating a positive learning state. This months's topic also directly related to classroom environment because as Eric Jensen states in his book, "A classroom that is bright, playful, and happy will evoke a friendly state in your learners." ** || <span style="font-family: 'Comic Sans MS',cursive;">[|Richey Elementary Tools for Engagement.ppt] <span style="font-family: 'Comic Sans MS',cursive;">[|Turnaround_Partner_Line_Activity_at_Faculty_Meeting.JPG] <span style="font-family: 'Comic Sans MS',cursive;">[|EQ_Activity_at_Faculty_Meeting.JPG] <span style="font-family: 'Comic Sans MS',cursive;">[|Ordering_EQ's_#1.JPG] <span style="font-family: 'Comic Sans MS',cursive;">__**Student Example of Answering Essential Question:**__ [|Bill_of_Rights_Student_Product.JPG] || <span style="font-family: 'Comic Sans MS',cursive;">The major challenge is lack of time. Teachers see the benefits of using EQ's but feel somewhat confused with posting of GLE and using essential questions. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">-The teachers are continuing with the book study on //Super Teaching// by Eric Jensen. We will be reading a chapter called "Super Mind Sets" which addresses both arousal states and states of transition. || **<span style="font-family: 'Comic Sans MS',cursive;">During PLC time, teachers have discussed the benefits of using graphic organizers. Teachers shared some ideas for "Advance" organizers (see student example) that they tried in their classrooms. They felt using graphic organizers enhanced learning for all of their students. There has also been an increase in the number of differentiated graphic organizers that teachers are creating and using. (see pictures) ** || <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">﻿At the faculty meeting, we focused on transition states and shared the powerpoint presentation with the staff. Then we did a grade level team activity where each team used their reading curriculum to create a "Differentiated Graphic Organizer" that they could implement in their classrooms. Below are some of the examples. They were given the "Thinking Map" handout from the leadership academy to use as a guide.
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || -<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">We will present the information about "arousal states" to the staff at the faculty meeting turnaround presentation on November 8, 2010.
 * Oct 26-Dec 6 reflection ||  || <span style="color: #0002ff; font-family: 'Comic Sans MS',cursive;">-The BLT presented information on Arousal States and States of Healthy Concern at a faculty meeting on November 8th. Teachers completed the EQ activity and we used the "States" sheet throughout the activity with teachers to reflect on how they were feeling emotionally.
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">We will introduce "States of Transition" at our 1/10/11 Faculty Meeting and then discuss and share ideas during PLC time. || **<span style="font-family: 'Comic Sans MS',cursive;">Hopefully, teachers will see the benefits of using graphic organizers in the classrooms and use them on a more regular basis. ** || * <span style="color: #008000; font-family: 'Comic Sans MS',cursive;">We will take pictures of completed activities from the turnaround presenation faculty meeting.
 * <span style="color: #008000; font-family: 'Comic Sans MS',cursive;">Staff/Student examples of Differentiated Graphic Organizers, including Advance Organizers that have been used with students. ||  ||
 * Dec 7-Jan 31 reflection ||  || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">﻿-The BLT turned around the "States of Transition" at the January 10th faculty meeting. We shared the PowerPoint Presentation which reviewed the definition of transition states, as well as, the two kinds of transitions.

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;"> <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|Differentiated_Graphic_Organizer-Music_Genres.JPG]

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|Differentiated_Graphic_Organizer-_Kindergarten_Theme.JPG]

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|Differentiated_Graphic_Organizer-_Moving.JPG]


 * __<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">Student Work and Examples: __**

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|Student_Example_of_Advance_Graphic_Organizer.JPG]

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">﻿[|Below_Level_Student_Graphic_organizer_for_SF.JPG]

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|Above_Level_Student_Graphic_Organizer-_Scott_Foresman.JPG]

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">﻿[|Student_Graphic_Organizer_for_OL_Reading.JPG] || <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive;">Teachers enjoy learning all of the new strategies to foster arousal states, transitions, well-being and reflection, but lack time to effectively plan how they should be implemented and used in their classrooms. || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">- Teachers worked in cooperative groups to read through the activites that promote well being and reflection. They completed the graphic organizer and had the opportunity to share their activity with the entire staff. || **<span style="font-family: 'Comic Sans MS',cursive;">These activities relate to this month's theme in that they are promoting reflection and the state of well being. Teachers are using more reflection activities in the classroom. They have also implemented the "Take 10" program which incorporated exercise. This helps to promote a state of well-being in students. ** || <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">For "I love to Read Month" students and teachers had the opportunity to reflect on the best book they have ever read and why. <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">[|Richey_Students_Write_about_Books_Bulletin_Board.JPG] <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">[|Staff_Picks_Bulletin_Board.JPG][|College_] <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">[|College_Poster_for_Student_Reflection.JPG] <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">[|Parent_Reflection_from_Family_Literacy_Night.JPG]
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">We will introduce "States of Well Being and Reflection" at the faculty meeting. We want teachers to walk away with some new ideas to help foster both of these states since they both are important parts of the learning process. || **<span style="font-family: 'Comic Sans MS',cursive;">We want teachers to see the benefits of taking time to reflect on one's own learning and the benefits that come from reflection and calmness. ** || * <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">Pictures of staff activity from faculty meeting turnaround presentation
 * <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">Examples of ways these states are being used with students in the classroom ||  ||
 * Feb 1-Feb 28 reflection ||  || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">The BLT turned around the "States of Well Being and Reflection" at the faculty meeting. We did the "post-it" note activity on ways we like to "relax" and sorted them into activities we could use with students. Teachers sorted them into whether they could be used as is, with modifications, or not appropriate for students. This activity promoted movement which helped to change some of the states of the teachers.

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">The Building Leadership team has seen an increase in the number of teachers using the "absent" student exit ticket to reflect on their learning and to summarize what they learned. ||  || Events that focus on these states: <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Celebration_and_Rewards_Personal_Success.JPG] <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Celebration_&Reward_Poster_Monthly_Themes.JPG] <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Celebration_and_Reward_Faculty_Mtg.-_Gallery_Walk_of_Ideas.JPG] <span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Student_of_the_Week_Bulletin_Board.JPG]
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward || <span style="color: #008080; font-family: 'Comic Sans MS',cursive;">We will introduce States of Celebration and Reward at the March 14th Faculty Meeting. We will plan on trying the activity where teachers have to write down some ways they "celebrate and reward" students in their classrooms and then ball it up and toss at the BLT team. || <span style="color: #000000; font-family: 'Comic Sans MS',cursive;">As a BLT, we feel that we have focused on Building Hope in our Students this year. We are doing more to foster states of celebration and reward in classrooms and school-wide. || * Pictures from the Faculty Meeting
 * Pictures that show states of reward and celebration here at Richey ||  ||
 * Mar 1-May 9 reflection ||  || <span style="color: #800080; font-family: 'Comic Sans MS',cursive;">﻿The faculty meeting theme was more of a celebration. We played music, had punch and snacks, and our opening activity had a slide that said "Our Students are lucky to have us"- Teachers had to write one personal success on a shamrock to share with the others.
 * Student of the Week & Month
 * Birthday Announcements
 * Classroom Rewards (Cafeteria Champs)
 * Individual Praise by Teachers
 * I Love to Read Month
 * Monthly Bunny Bash Assembly || <span style="color: #008000; font-family: 'Comic Sans MS',cursive;">These events align with the states of celebration and reward in that they are all ways to build a champion mindset and foster hope in students. As a staff, we realize that school may be the only rewarding place for some children so it is critical for the love of learning. We realize that when students feel better, they think better! We also realize that this is true for teachers, too! || **__<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">Pictures from the Faculty Turnaround for Celebration/Reward: __**

__**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">Pictures from I Love To Read Month and Family Literacy Night- "Readers are Leaders" at Richey **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|We_Love_To_Read_At_Richey_Bulletin_Board.JPG] **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Richey_Recommends_Bulletin_Board.JPG] **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Ms._Reardon's_Door.JPG] **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Ms._Kempski's_Door.JPG] **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Read_Across_Grade_Levels-_Reading_Buddies.JPG] **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Kindergarten_&_5th_Grade_Reading_Buddies.JPG] **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Richey_Bookworm.JPG] **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Mrs._Johnson_and_Dr._Daugherty.JPG] **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Family_Literacy_Night_Fluency_Activity.JPG] **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Family_Activity_Grade_1.JPG] **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Family_Literacy_Activity_Grade_3.JPG] **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive;">[|Parent_Resource_Table.JPG] **__ __**<span style="color: #ff00ff; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">﻿ **__ ||  ||

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16pt; text-align: center;">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 ............................................................................................................................................................. || 2. Breakfast/Lunch Routines and Procedures 3. Writing Process 4. Steps to Solve Math Problem 5. Morning Routines and Procedures in classrooms || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Prioritize procedures based on certain criteria**: || 1. Arrival/Dismissal Procedures

||
 * <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 ............................................................................................................................................................. || 2. Think-Write-Pair-Share- Have students share strategies/responses with one another 3. Teacher Think Alouds (Reading Strategies) 4. Have students explain how they solved Math problems using pictures, numbers, and words 5. Posters that explain certain processes to students 6. Post student friendly list of verbs that align with standards; encourage daily use and explanation of activities using the verb list || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**
 * **Making the Invisible Visible**: || 1. Having students explain their thinking using the overhead, posters, SMART Board, etc.

||
 * <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. Pre-exposure/Priming 2. Activating Prior Knowledge 3. Using videos after instruction 4. Using spiral curriculum || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || 1. Competition games to review ideas/concepts learned2. Calling on and knowing students' names 3. Create positive emotions in the classroom (ex. Students being featured as Student of the week, etc.) 4. Praise/Positive feedback || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || 1. Afternoon Snack 2. Ensuring all students eat breakfast, lunch 3. Brain Breaks throughout the day for movement 4. Morning Warm-up with Mr. Johnson || Internal memory tools forremembering new facts by associating withpreviously learned information. || 1. Using Mnemonics to remember facts or ideas 2. Sing songs and/or rhymes 3. Using Mental Maps ( Ex. Geography- Washington Whale) 4. Teaching the Visualizing Strategy 5. Use Locations in the room; Do not keep students in the same place || 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. Use of Audio CD's (Big books of songs and rhymes) || 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. Using Graphic Organizers2. T-W-P-S - Think, Write, Pair Share3. Student Projects4. Conceptual Maps ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Listening to Music while working2. Allowing students to keep water bottles on their desks3. SMART Board/SF Technology4. Hands-on Science and Math
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. United Streaming Videos2. Concept Question3. Picture Walks/Previewing Text4. Taking field trips before a unit ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Morning Warm-up with Mr. Johnson (Thursday/Friday)2. Use of Manipulatives3. Allowing for movement during center time4. ||
 * 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 ............................................................................................................................................................. || 5. Send Postcards at beginning of year and throughout the school year to students for positive things 6. "Shout-Out for Hope" on morning announcements || 5. Song choices for Spirit Walk || 5. "Guys Read at Richey" Program || 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. Staff affirmations/Carrot Compliments2. "Shining Stars"3. Student of the Week pictures on bulletin board4. Lunch table trophy
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Differentiated Instruction2. Centers3. Anchor Activities4. Student Contracts
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Reading buddies2. Classroom jobs3. Peer mentors4. Classroom "Marble Jar," team points
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. NWEA goals2. Point goals for AR by marking period3. Parent/Student/Teacher goal setting4. ||
 * 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. Clapping pattern to get students' attention2. Peer checks/balances3. Lunch trophy4. Richey pedge (daily) 5. Morning stretch on Thursday and Friday mornings. 6. Fall Fun Festival || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. Center choices2. Flexible grouping3. Seating choices4. Allowing students to choose partners 5. Allowing students to choose which of their work artifacts will be displayed || – Current quality artifacts representing the majority of the students is displayed. || 1. Displaying student work in classrooms and hallways.2. Lobby bulletin board3. Showing student work digitally via PowerPoints, movies, etc.4. || – Written and/or verbal words of encouragement and reinforcement. || 1. Shining Stars2. Student of the Week3. Student of the Month4. Bunny Bashes 5. Bunny Banner || Please Describe || 1. Weekly point award winners (Groups) within the classroom to build status.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

Teachers will utilize a new application on Discovery Education in their classrooms by first May faculty meeting. Teachers will share comments on leadership wiki. Teachers will utilize an application on google.docs and thinkfinity by first June faculty meeting, posting comments on applications on leadership wiki. || teachers || June 2009 ||  ||   ||
 * __OUR TECHNOLOGY GOAL__**: At Richey, our goal is to increase technology access for all students to promote collaboration, achievement, and sharing. To facilitate this, professional development will be provided for teachers to learn how to use standards based software and online applications. Also, to provide teachers opportunities to interact with colleagues through wikis, blogs, and google docs.
 * **GOAL** |||||| To increase teacher use of computer based applications. ||  ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * faculty time to introduce and share applications and resources. || ikeepbookmarks.com and other web applications (by grade level) || grade level teams || June 2009 ||  ||   ||
 * Introduce 4 concepts at a faculty meeting using the jigsaw concept. || Teachers will use a wiki for upcoming breakfast signups.
 * faculty time to introduce data day and show power point (May)

devote first faculty meeting to taking Loti survey || Teachers will view the power point and be introduced to what data that will be collected and disaggregated. This will be in preparation for the June 1, 2009 inservice day.

Teachers will take the Loti survey and review other resources on the site. ||  ||   ||   ||   || [|Technology Quotes]

Richey Notes Page