Central

Central

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** Hope Notes || Processing Hope || Pictures Student Grades Achievement Referrals || Staff Engagement || States Power Point We used different modalities in our presentation (power points, video clips, public speaking, staff involvement) || All staff participated in this activity and they gave positive feedback. || || Letting students generate ideas that interest them, increases their attention span. || || We must get 100% students onboard with participation. || || Trying to find special recognitions for the students that are the most challenging. ||
 * 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 || Saving Fred
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || We shared the District States presentation at the monthly staff meeting. || We showed picture clips of the different states (faces of emotion) || Ms. Moore's facial expressions showing her states. || All staff participated in this activity. ||
 * Sept 28-Oct 25 reflection ||  || All staff participated in the meeting. || Staff were engaged in sharing a variety of types of states. || [[image:Central_Moore_States.png]]
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || Pieces of a Dream Dance Interactive Program || It engages and captures the learner in the arousal state. || Photos of the Pieces of a Dream performance. || Having students all buy into the idea of the program. Getting all students to become active participants. ||
 * Oct 26-Dec 6 reflection ||  || The students were engaged in the performance and they had questions for the dancers after the show. || We noticed engagement because students were quiet, respectful and attentive during the performance. || [[image:Central_PiecesOfADream.JPG width="720" height="473"]] || Students were actively engaged. ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || Transitioning from the class change to the "Do Now" assignment to the main activity to the wrap-up of the lesson. || This relates to how changing an activity can keep students engaged. || Samples of "do nows", displays of student work, and decreased behavior referrals. || Keeping students engaged during transitions and keeping students focused. ||
 * Dec 7-Jan 31 reflection ||  || The busier the students are in actively doing tasks, the more productive the students are. || Students are more engaged when the activity is "hands-on". || [[image:Central_WorkSamples.JPG width="480" height="311"]]
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || The Moment of Silence during the daily announcements after The Pledge. || It refers to the State of Reflection and the State of Well Being. || Copies of student's individual goals from their daily point cards. || Selling the idea to students and getting students to use the moment of silence to reflect on their daily goal. ||
 * Feb 1-Feb 28 reflection ||  || Students continued to participate in the moment of silence. || Both are motivating students to take pride in themselves and to think positively. || We are continuing to review the daily point cards.
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward || Honor Roll Breakfast, School Pride Day, and PBS events. || All events honor and celebrate student successes throughout the year. || Honor Roll Certificates, I caught you being good letter home, point cards, pride day projects such as garden displays, achievement referrals, and bull dog bucks. || Taking the time to honor students for all of these special accomplishments. ||
 * Mar 1-May 9 reflection ||  || Honor Roll Breakfast had a very good parent turn-out. Students looked forward to the upcoming Student/Staff Volley Ball Tournament. || All events recognized hard work and effort from the student. || [[image:honor_roll_cert.JPG width="400" height="300"]][[image:IMG_3810.jpg width="300" height="595"]]

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 ............................................................................................................................................................. || Cafeteria - Breakfast and Lunch Procedures || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Prioritize procedures based on certain criteria**: || Arrival and Dismissal Procedures
 * || Display classroom procedures ||
 * || Use graphic organizers for problem solving ||
 * || Goal setting - short term and long term ||
 * || Blackboard Configuration - Do Now, Objectives listed in student friendly language ||

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

................................................................. || Examples ............................................................................................................................................................. || Increase cooperative learning || Don't Stop the Progress || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**
 * **Making the Invisible Visible**: ||  ||
 * Showing students how Excel charts relate to some DSTP questions. || Computer Literacy - Answering questions based on charts created using Excel ||
 * Encourage multiple answers || Math - illustrating collaborative answers with pictorial word problems ||
 * Encourage higher order thinking using Bloom's taxonomy || Social Studies - partner projects
 * Encourage collaboration and partnerships || Display student work ||
 * Encourage teachers to come up with mnemonic devices || DSTP -

||
 * **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. Use key information from previous days lesson as warmup activity for the following day. 2. Word Walls 3. Pre-tests/Post-tests || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || 1. Having a teacher yell while reading intense dialog in a book will help the student feel the authors emotion. 2. Honor roll breakfasts. 3. Student are praised for success and effort in classroom. 4. Classrooms are an emotionally safe place. 5. Student of the Month || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || 1. Deep breathing exercises or simple calisthenics help get students blood flowing and increase oxygen. 2. Students have access to water within the classroom. 3. Snacks are available to keep students satisfied || Internal memory tools forremembering new facts by associating withpreviously learned information. || 1. Associate athlete numbers or relevant personal dates to memorize important numbers. 2. The use of games to aide in in retaining ideas. 3. Electronic devices (alpha smart, smartboard) 4. Use of Peg Words - ex. CHAMPS (Carrot, Habenero, Artichoke, Mashed Potato, Pomegranate, Spinach) || 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. Teachers change activities frequently during a class period.2. Use technology on a regular basis.3. Student work is posted on walls to promote school pride 4. Essential Questions to make connections to prior knowlege || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Making Meaning:** The ability to process new information internally, make connections to prior knowledge, and reflect on new information. || 1. Teachers have students complete Do Nows before their lesson begins to reflect on new information.2. Establish prior knowledge before starting new units3. Teachers connect lessons to real-life student situations4. After school enrichement and homework help ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Teachers have Word Walls in each of their classrooms.2. Teachers use Rubrics to establish required elements of projects3. Water is available in all classrooms and counselors provide snacks when needed4. Steel Drums music program ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Teachers give the students a copy of their syllabus for scope and sequence.2. Showing videos (e.g. United Streaming) to introduce a new topic.3. Arrange guest speakers to introduce new programs4. Teachers use Do Nows before their lesson begins to prepare for new content ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. The SMARTBoard is used.2. Arrange the classroom into learning stations.3. Students have permission to move around and stretch to increase their attention span4. Students have hands-on activities in career pathway classes ||
 * 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. Steel Drum Program2. Special Olympics3. Girls/Boys Basketball Teams 4. Central Drivers' Education Program (student choice) || 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. Hope notes/Gotchas2. Positive phone calls home3. Achievement Referrals4. Bulldog Bucks (PBS) ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Prioritize Career Pathway selection2. Technology options (Ed. Ops.)3. Reading Horizons4. Accelerated Reader ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Afterschool Program2. Girl Scouts3. Executive Club4. Central Cafe Catering Program ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. NWEA Goal Forms2. Individual Goals on PBS Point Sheets3. Essential Questions4. Teacher/Student Conferences ||
 * 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. Open House Family/Staff Barbeque2. PBS Fall Festival3. PBS School Store4. PBS "Bulldog Bucks" || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. Individual point card goals created by student2. Career Pathway choices3. Lunch with staff members4. Steel Drum Participation || – Current quality artifacts representing the majority of the students is displayed. || 1. 6th grade Aspiration Projects2. 7th/8th grade Dolphin Projects3. High School Healthy Lifestyles Campaign4. Middle School Student Profile Display || – Written and/or verbal words of encouragement and reinforcement. || 1. PBS Achievement Referrals2. Honor Roll Certificates3. Perfect Attendance Recognition4. Positive phone calls home || Please Describe || 1. Honor Roll Breakfast2. Senior Banquet3. Special Olympics 4. Girl Scouts ||
 * 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** |||||| To educate students about making good decisions in social situations. ||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Updates from staff** || **Tools/Purchases** || **Costs** ||
 * Contact MADD || Available dates for assembly || Williamson || 3/4/2009 || Waiting to hear from MADD ||  ||   ||
 * Contact State Police || Available dates for assembly || Neild || 3/4/2009 || April 24th, 12pm ||  ||   ||
 * Contact ARC || Available dates for assembly || Davis || 3/4/2009 ||  ||   ||   ||
 * Contact friend (STD Ed) || Available dates for assembly || Anderson || 3/4/2009 ||  ||   ||   ||

Central Notes Page

__**Vision Statement**__ =The Central School will implement a greater spectrum of technical resources to accomodate the special needs of our diverse population to maximize their learning experience.=