Brandywine+Springs

Brandywine Springs 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** = **in the timeline?** = || = **What challenges did you experience in addressing this month’s theme?** = ||
 * 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** =
 * === Aug 30-Sept 27 reflection === || === CHAMPS === || We hand-out A+ Staff cards and CAT's Pride student cards. The cards encourage students to be respectful, always do their best, look for the goodness in others and strive to be a trustworthy person.

We also incorporate movement in to every morning over the intercom with a "minute of movement."

We worked with all, and especially our youngest, students to teach them cafeteria and hallway routines.

Our building principal weekly shares the name of a person that has gone above and beyond . || "Hope notes" specifically given to our staff/students keep positive enegy flowing.

Modeling the importance of daily movement, fitness, and self-awareness..

Teaching routines support students. || We asked our staff to brain storm ideas for each one of the letters of CHAMPS. Those ideas were made in to banners that will be displayed in the teacher’s lounge. We also have a summary of walk-throughs.

|| We believe the presentation was accepted overall. It is always a challenge to find time to effectively monitor and suppport those that may not fully on board with what is being shared. ||
 * **Sept 28-Oct 25 prediction** || **Overture: What are States? Why Bother?**== == || We will be looking for the students arousal states. If the engagement and arousal level drops we will encorporate one of these methods into the lesson. || Some excellent examples of these strategies were shared at our staff meeting,Now, other staff members have some ideas of ways to keep students engaged and learning.

media type="scribd" key="40099371" ARG0="key-2jq442r0ek14nibk10zz" height="204" width="268" || Here is an example of an activity that we had the teachers do in the staff meeting to model the think-draw-pair share. And a list of something each teacher said they would try out in their class in the next month . media type="scribd" key="40098314" ARG0="key-9kds2p2ceq97w4bmddp" height="195" width="247" || It's constantly a challenge to find ways to turn around this to staff and keep them actively engaged and find it beneficial to them.

But a success note was through an email from a staff member after our staff meeting, "Great job, I wanted to tell all of you that I thought the faculty meeting was well planned and informative. I know that I will use some of the ideas in my class." A First Grade Teacher ||
 * == **Sept 28-Oct 25 reflection** == || **What are States? Why Bother?** || In Kindergarten, a teacher has cheers to teach the spelling of words.

A middle school teacher sings the vocabulary words with her students with actions to keep them alert and include some activity while learning.

Both Elementary and Middle school teachers used the "Chalk Talk" strategy and found it worked well with her students. || These successful engagement activities encouraged other staff to try them out. If they were already doing engagement activities, they would now be more aware of the signs of engagement, disengagement, and levels of arousal. So if they fell, they could purposefully activate an activity to raise the arousal state back up again. || Click to see more examples of great states of learning at Brandywine Springs! || Many teachers think they already do these activities. Explaining making the invisible visible is a challenging concept to understand and yet not take personally. || 1. CATS' Pride Cards: We will add a component (anticipatory ritual). Every Monday, 5 cards will be picked from a Cat's Pride box and announced over the intercom.
 * == **Oct 26-Dec 6 prediction** == || == **Opening curtain: Arousal States and States of Healthy Concern** == || In our school, we celebrate positive behavior:

2. Children will be able to purchase items from the school store with the tickets. This routine helps children stay motivated to earn the cards by using appropriate learning behavior.

3. Many of the teachers will post GLEs as well as EQs to create the arousal state. Higher-Level Thinking Taxonomy charts have been distributed and posted, and Deadlines are also more apparent. || These new anticipatory rituals, think pair share, EQs all help create arousal and healthy concern states in the students.

Using Essential Quesions and making authentic connections will help students to understand why and how their new knowledge will help them to become responsible and independent thinkers. || We had the staff fill out exit cards in a letter format, which read;

Dear _,

This reflected evidence of learning and that the use of EQs was stressed to help reinforce the idea that they will raise one's arousal states, increase connections, and retain information. || The idea of adding another thing to teachers (posting EQs) although voluntary, was challenging. The teachers are adjusting to posting GLEs and are resistent to doing this with EQs. || || Getting full attention during our faculty meetings is a problem but seems to be improving as we try to create arousal states in our teachers. ||
 * == **Oct 26-Dec 6 reflection** == || **Opening curtain: Arousal States and States of Healthy Concern** || We have seen an increase in positive learning and behavior since we added the reward part of the CATS' Pride program. ||  || [[image:DSCN3514.JPG width="172" height="123" caption="CATS Pride Cards: Do the Right Thing!"]]
 * == **Dec 7-Jan 31 prediction** == || == **Changing scenes: States of Transition** == || Staff used this session to become more familiar with transitions. They were able to relate to the concept that transitions are a bridge between old learning and new concepts.

We demontrated that it is easier to transition a learner before they get stuck in a state. When the staff arrived for our meeting we told them, "... this was going to be fun!" which created an arousal state for them. It allowed us to move them into an activity which created anticipation and curiosity.

We also maded the connection of how students will be able to get some idea of what is coming in the lesson through the use of advance organizers. || This presentation and the subsequent activties tied directly into the theme this month which was, "How to involve every student, every day while using CHAMPS.



|| Graphic organizers are used consistently throughout the building at every grade level.

Advance organizers are also being used but on a more limited basis.

Thinking maps were explained and there was great interest in their use.

|| We continue to struggle with gaining 100% buy in to the activities we present. The staff politely receives the information, but needs to be more committed to the activities.

Although, there were several positive comments after the session particularly with the arousal activity || Advance organizers are now being incorporated into the lessons. || This is a summative assessment project is using a graphic organizer to present their invention. It was then used as an advance organizer to discuss commercials and persuasive writing. ||  ||
 * == **Dec 7-Jan 31 reflection** == || **Changing scenes: States of Transition** || This month's focus helped make the invisible visible. Teachers were able to identify and realize the transition they were already using in their classrooms and now with more deliberate sense of purpose. New transitions are also being tried. || Students are more engaged and excited.
 * == **Feb 1-Feb 28 prediction** == || **Intermission: States of Well Being, Reflection, and Calm** ||  || We can assure our students the opportunity to find the calm to learn, think, and reflect on the meaning and applications of the lesson. ||   ||   ||
 * **Feb 1-Feb 28 reflection** ||  || Our morning announcements offer a time for a moment of quiet silence, the Pledge of Allegience, and the BSS Pledge which all offer a time to become centered and feel peace and security among their fellow classmates and in the classroom.

Morning journaling gives students an opportunity to feel safe and thoughtfully reflect. || Students are able to feel safe, calm, and reflective.

|| We have heard and read more students' thinking about how they are going to apply their new knowledge.

A student writes... //" I can use this type of thinking to invent other inventions to make life better..."// ||  || ||   ||   ||
 * **Mar 1-May 9 prediction** || **Curtain Call: States of Celebration and Reward** || Staff shared a variety and effective ways to celebrate student achievement. || Students are being noticed and rewarded.
 * **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 ............................................................................................................................................................. || Announcements- kids amd teacher participation-orderly, moment of silence, pledge of allegiance, BSS pledge, momement of movement. || - students uderstand reasoning for the sequencing in classroom procedures. Allowing students to explain their reasoning for their sequencing. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX ||
 * Characteristic
 * **Prioritize procedures based on certain criteria**: ||  ||
 * Building wide || School Procedures- arrival,dismissal and cafeteria-organized and orderly- systematic and staggared arrival, dismissal.
 * Classroom || Classroom procedures- arrival,transitions,academics, class meetings
 * Lesson design || -Sequencing the effective steps of a lesson plan. ||
 * **January 2010:** **Processing** ||
 * Objectives:
 * Experience and discuss examples of Component 5, **Processing**
 * Discuss Examples of Implementation: Making the Invisible Visible

................................................................. || Examples ............................................................................................................................................................. || Think/pair/share Written explanation of how students solve math problems Using mnemonics, pictures || Charts/FAT P Word wall words Vocabulary for each content area Work with a partner or group and explain/demonstrate the process Differentiation/Choice of activities with student explanation of the process. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**
 * **Making the Invisible Visible**: || Taking Bloom's taxonomy, putting it in student friendly terms and using this language in all subject areas and across all grade levles. ||
 * || Activities for student's to share their processing-
 * || Displays of processing

||
 * **December:** 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.Scaffolding- closure of each lesson 2. KWL charts, mental mapping 3. Science "Guess the topic" activity 4. Shoulder Tap Reseach- student write 1 fact they learned from a book that was read to the class. When they are finished, they tap a friend on the shoulder to go write another fact from the book. || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || 1.Star of the Week 2. Bobcat of the Week 3. C.A.T.S Pride Cards 4. A+ Cards || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || 1. Daily snack time 2. Movement Breaks 3. Morning exercise over announcements 4. Breathing exercises || Internal memory tools forremembering new facts by associating withpreviously learned information. || 1. Study skills-students devise their own mnemonic devise and share with peers. 2. Visualization-edudesign website 3. Use of Mnemonics || 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.C.A.T.S. Pride- Morning announcements-focus on 1 area per week. Expalin what each area of expectation looks like.2.Reading Comprehension- Retellings, Connections3.Use of rubrics across all academic areas.4. Student generated discovery- Science ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1.Food and water available in the classrooms.2.Learning environment- Writing- quiet room, soft music playing, lights dimmed.3.Environment- cleanliness4. Use of manipulatives. ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1.Guess the topic- Items for the next learning unit are displayed for students to predict what the next topic will be.2. Brandywine Valley Association- outdoor field trips/exploration3.United StreamingBrainpop4. KWL charts ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1.Short, frequent breaks in the classroom.2."Show not tell" activities- Writing3.Acting out "Amazing Words"- Reading/ELA4. Open Gym Nights ||
 * 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.Cat's pride Cards2.A+ cards (teachers)3.A+ cards (volunteers)4. Hope Notes (students and staff) ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1.Student learning styles identified through online assessment in technology classes.2.Student choice of classroom activities.3.Student choice of projects.4. Cat's Pride cards/class compliment rewards/activities. ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1.Class buddies- Middle school classes paired with elemenatry classes for a variety of activities/purposes.2.Student Government- middle school officers and classroom representatives in grades 4 and 5.3.A variety of after school activities- Middle school sports, intramurals, girls on the run, cheerleading,yoga, etc.4. Open Gym nights - Thursdays 6-8 pm. November through March. ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1.Map goal setting2.Reading goal setting3.Writing goal setting4. Behavioral goal setting/ individual and class ||
 * 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.C.A.T. 's pride program- school wide behavior expectation program that supports positive behavior expectations in our hallways, cafeteria, auditorium and classrooms. Students are given C.A.T.S pride cards. Daily C.A.T.S pride winners are drawn daily and announced. Students are recognized and given a small token. Future school wide C.A.T.s pride celebrations will be scheduled.2.Brandywine Springs Pledge- Everyday starts out with the entire school reciting our BSS pledge. Our C.A.T.S pride program also supports our pledge. The school pledge is posted in every classroom and throughout the building.3.Building a community in each classroom- All of our teachers establish and maintain a sense of community in their classrooms. As a school we support these communities by encouraging and supporting our C.A.T.s pride program and recognizing classes and individual students with encouragement and a "You can do it" attitude. We truely have a community school in which all of our teachers support ALL of our students.4. C.A.T.S pride cards, A+ staff cards and A+ parent volunteer cards- these cards can be given out by any of our staff to everyone in our community- students, staff and volunteers. || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1.Classroom activities- Students are given choices in classroom activites and projects.2.Learning styles- Each student has been assessed in order to identify their predominant learning style through an online assessment during technology classes.3.Technology- Teachers infuse technology into their classrooms in a variety of ways- Axioms, United Streaming, Brandywine Springs Tech. and student choice generated activities/projects. 4. Differentiated instruction- Choice boards, center activities, choice in book selection, etc. || – Current quality artifacts representing the majority of the students is displayed. || 1.Bulletin boards- Current student work alligned to grade level standards are displayed in classrooms and througout the building at every grade level. Grade levels are assigned to a monthly rotation in which each grade showcases their student work and learning in our main hallways.2.Teacher web pages and blogs- student work is shared via web pages and blogs- ex. 1st grade weather blog.3.Art exhibits- In the Spring our art teachers showcase student artwork. Student's choose their own artwork to display. Parents are invited to view the artwork.4. Portfollios- Kindergarten and firstt grade students review their work that has been collected throughout the year and showcase their work with their parents in May. They choose their favorite piece of work as well as share information on their progression throughout the school year. || – Written and/or verbal words of encouragement and reinforcement. || 1.C.A.T.s pride cards2. A+ Staff cards3.A+ Volunteer Cards4. Behavior expectations- When a student demonstrates inappropriate behavior, we always encourage a positive "You can do it" attitude. When developing individualized behavioral plans we support one behavior at a time and support the students with an obtainable goal. || Please Describe || 1. Bobcat of the Week2.School Spirit Day3. Positive, spercific praise- "I like the way you..." 4.Pep rallies to support our sport teams. ||
 * 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 will be a seamless thread that will be viewed as an invaluable component that provides opportunities for connection communication, collaboration and competition. Teacher assumes the role of facilitator that directs student driven instruction. Ample and suffient technology resources will be available for all students in all setting Technology will be a more efficient way to seminate and share information and ideas. Collaborative resources will promote more engaged instruction that will support real world connections where students become more collaborative learners and problem solvers. Thus students will be better prepared and equpped to be productive members of future working communities. In order to achieve our vision we need open minded educators that embrace technology as a valuable asset to implement best practices in instruction. Professional development, opportunities for personal exploration and numerous opportunities for collaboration are a necessity to the implementation of the plan. Financial resources from PTO, private sectors, school budget, state funding, and applicable grant resources to support purchase of necessary hardware resources. Leadership

Break staff into 3 groups,dispersing specialists amongst the groups. Format for all groups: 4:00-4:15- Welcome/ General information( power point)/ Assign numbers for break out groups Power point- 4:15- 5:00- Station rotations Station 1- Learning Styles- Abiatiors Station 2- Red Clay 21 Century Teachers Station 3- Choice Boards
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Leadership team should meet and discuss what learning style assessments are available and most appropriate for different grade levels( This was done at our April 7th Faculty meeting) || Abiators Online Learning Styles Inventory || BLT || 4/7/09 ||  ||   ||
 * 21st Century Teaching Rollout Meeting April 7th ( 4:00-5:00)

Collect and review comments/ questions and concerns posted at each station. Share with staff

Introduce and present resources in BSS Tech to support DI instruction.

Differentiated Instruction folder in ikeepbookmarks [] Click4DI Blog [] || General Information/ 21st Century Leadership/ Teaching

Choiceboards

21st Century Leadership Academy in Schoolnet- What teachers are doing in the district at at BSS.

Learning Styles Assessment

Email to staff

Posting || Buzzy, Stephanie & Kelly

Kathy

Sonia/Keri

Laura

Kelly

Kathy

Kelly

Kathy || 4/7/09

4/27/09

4/7/09 ||  ||   || Kathy Andrzejewski Middle School Techers || August/Sept. 2009 ||  ||   || [|Technology Quotes]
 * Have student body do learning styles inventory during tech time || Abiators Online Learning Styles Inventory || Kim Danz
 * Teacher develop a choice board to offer differentiated learning experiences based on results of the learing styles inventory to meet the objective of the lesson. The experiences will offer learning opportunities for visual, auditory, and kinesthetic learning styles. || Choice Board Templates ||  || August/Sept. 2009 ||   ||   ||

Brandywine Springs Notes Page