Dickinson

Dickinson

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** Rewarding academic achievement. Opening assemblies for each grade level. Hope building through future planning (JA-SSP) || Builds Champion Mindset. Recognizes the hope required for future success. || SSPs Agenda of grade level meetings. Samples of student recognition. || Field trip approval difficulty. Transportation. Loss of instructional time to allow for recognition. || Recognition of student and teacher states. PD on how to change student states. PD on how to present a false state when your state is not conducive for engagement. || Allows the identification of various states and the tools that can be used to maximize student learning. || Agenda for PD meetings. District Power Point
 * 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 || Recognizing positive student achievements.
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || Vocabulary in 10th grade reading class as well as content areas.

Examples of teachers implementing the activities from class. [|Trav_Standards_and_EQ_Wall.JPG] || No problems. ||
 * Sept 28-Oct 25 reflection ||  || Standards and EQ's in rooms to have clear goals for each lesson || States of being can be altered when there are clear goals for a lesson and the teacher can address students based on expectations of the lesson || [|Trav_States_Wall.JPG] || No challenges ||
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || Our school is focusing on posting standards, GLE's and Essential Questions.

We also have a focus on vocabulary and the use of vocab strategies to ignite the spark of interest in students. || This month's theme focuses on creating arousal states through the use of essential questions. || District PowerPoint Vocab PowerPoint:[|VocabPresentation.ppt]

[|Trav_Standards_and_EQ_Wall.JPG] [|Skrovanek_Standards_and_EQ.JPG] || No challenges ||
 * Oct 26-Dec 6 reflection ||  || Arousal states are relatively easy to identify and activities to engage them are utilized by teachers throughout our building || Idetifying arousal states is a practice that many teachers do already without knowing that they are doing it. || Additional teachers who have "Essential Question" boards/space in their classrooms were identified. Strategies for the use of Essential Questions were reviewed from prior LFS trainings to staff. Additional PD may be required in this area due to the time that has passed since the trainings were offered and the addition of new members to the JDHS faculty. || No challenges ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || Everday classroom instruction uses multiple transitions. These include:
 * two minute warnings
 * physical transitions
 * grouping and regrouping
 * pair-chair-share
 * use of narritives
 * skimming
 * graphic advance organizers
 * anticipatory set || Each of these strategies can be used to maximize the appropriate transitions that are needed in a classroom setting. The ultimate goal is to maximize student learning. || Here we have evidence and artifacts from an English lesson :

[|P Tang Anticipation Vocab.doc] [|P Tang KWL Advance.doc] [|P Tang Non Linguistic Rep.doc] [|Moore_Compare_and_Contrast.JPG] [|P Tang Thinking Web.doc] || The greatest challenge will be the need to convince staff that the strategies presented will have a greater positive impact on student achievement than the stratiesx that are currently being used.

A challenge is the Marzano poster and the difficulty our team will have in explaing the importance of the document and the research without a rudimentary description of what it is referring to. ||
 * Dec 7-Jan 31 reflection ||  || Using transitions to flow from one state to another is good practice for managing classrooms and student engagement || The staff created a bank of various transitions that can be used in 90 minute blocked classes to transition between differeing types of activities. This was an area where the staff has self-identified struggles with the transition to teaching in a block schedule. || Stratigies from Dr. Rettig have been a focus for this school year from "Teaching in the Block."

[] || The turnaround presentation went well, however, the teachers were skeptical of the connections from the topic. ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || The school utilizes the wellness center for anger management classes. The NGTA also devotes time everyday for Freshman Seminar which includes topics such as time management, anger management, confict resolution, and reflective journaling.

In addition, expectations are clearly defined for all student in each and every classroom. This eases the ability to maintain a state of of well being by having consistency. || Students are encouraged to seek help in order to maintain a level of well being that is suitable for learning. In addition, teachers use journaling and summarizing to allow students to reflect after each lesson. || Artifacts District PowerPoint [|Expectations.JPG] || No Problems presented. || [] || No Challenges || [|Zerbe_Wall_of_Fame.JPG] [|Trav_Student_of_the_Month.JPG] [|Front_Lobby_Celebration_Banners.JPG] || No problems || [] [] || No challenges identified. ||
 * Feb 1-Feb 28 reflection ||  || Healthy Heart Month and other wellness center activities compiment many of the lessons and stratgies that our teachers use on a regular basis || Many of our special student activities are designed to create states of well being. In addition, many teachers in our English department use student journals for reflection. || []
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward || Teachers use student of the month awards and clebrations in many of the classrooms. We looked at best practices as well as suggested ideas for recognizing student achievement. || Celebration and rewards are directly related to identifying student achievment in the classroom. || [|Zerbe_Student_of_the_Month.JPG]
 * Mar 1-May 9 reflection ||  || Awards assemblies and student of the month recognitions are used throughout the building on an ongoing basisi || These celebrations foster a culture of success in our community || []



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**: ||  ||

||
 * **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.Use of video clips to se the tone of a larger lesson2.Use of modern connection (past v. present), continuity and change3. 4. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Making Meaning:** The ability to process new information internally, make connections to prior knowledge, and reflect on new information. || 1.Pseudo-words: Vocab exercise connecting new words to words they already know2.Use of essential question in all classes3.Connect to real life applications with a finished product (CTE courses)4. Assignment evaluation clear, consistent with a rubric used and uderstood by the studentss ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1.Physically comfortable work environment: Temperature, spacing, etc.2.Creating a psychologically comfortable clasroom where students are comfortable participating3.Reciprocal teaching-Students choose the roles4. Classroom chants (repeated phrases in a World Language classs, for example) ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1.Reading of related articles to set the tone2.We research used for a real life application3.Pre-reading assignments4. Introduction of the agenda with introduction of objectives (LFS format) ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1.Opportunity to move around while completing projects2.Grouping and regrouping within the same lesson3.Open interactions between students and teacher and/or other students4. Anchor activities with student workstations ||
 * 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 ............................................................................................................................................................. || 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. Parent notes to students written at open house (given to students at times selected by the teacher)2. Positive phone calls arranged during common planning to coordinate for maximum effectiveness.3. Awards/rewards for positive academic achievement and/or student interactions.4. ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Introduction of Classic outlining vs. Cornell Notetaking2. Differentiated product in project based assessments3. Use of technology to the comfort level of the student.4. ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Growth of Studnet Government out of NGTA Freshman Seminar classes2. Best Buddies Program3.4. ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Use of S.M.A.R.T. goals in Freshman Seminar classes2. Role fo SSP and the development of a 10 year plan for all students3. NWEA MAP growth forms4. Projection of DSTP performance level of all studnets Red-Yellow-Green ||
 * 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. Freshman Seminar-Sense of school/class loyalty2. Freshman t-shirts (With graduation year)3. College bound culture in NGTA/ Freshman Seminar4. || – Current quality artifacts representing the majority of the students is displayed. || 1. Enclosed bulletin boards in the NGTA2. Displays of student work in classrooms3. Student recognition such as "Student of the Week" (Moore) and "Student of the Month" (Zerbe)4. Recognition and award assemblies to recognize exemplar achievement || – Written and/or verbal words of encouragement and reinforcement. || 1. Newsletters2. Scheduled positive parent phone calls3. New Banners/Signage for the NGTA and entire school4. Individual student meetings (guidance counselor/student) || Please Describe || 1.2.3. 4. ||
 * Characteristic
 * Rituals
 * **Student Choice** – Giving students' control, or the perception of such. It is the first step towards boosing confidence. || 1. Senior Courtyard2. Expanded role of student government3. Principal's focus group of students4. Expanded role for all student needs in course selection ||
 * 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** ||
 * Presentation on four important technological tools || Meeting || Murphy || April faculty meeting ||  ||   ||
 * Create a Wiki for staff to discuss uses || Establish Wiki || Murphy || April 30 ||  ||   ||
 * Create a mechanism to require some action by each faculty member || Faculty postings || Murphy || April 30 ||  ||   ||
 * Build a Google Doc for each faculty member to identify one way to incorporate a new tchnological tool || Document || Kalinowski || April 30 ||  ||   ||

Dickinson Notes Page

These goals will be attainable only if universal education and access can be provided
 * __Vision Statement__**
 * __JDHS will seek to foster an educational environment that incorporates up to date technologies to :__**
 * Encourage collaboration among all stakeholders
 * Communicate globally
 * More fully engage students in learning
 * Move toward equally rich educational experiences for all students