Mote

Mote 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**
 * 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 || Team building activities such as "Mote Survivor" in which teams developed the CHAMPS theme through competition and creative bullitin boards. || This months theme gave the teachers an opportunity to re-learn this acronym in varied grade level teams. It allowed to feel hopeful for this year as well as we participated in postiive team building events to prepare for this year. || Bulletin Board by teams reflecting the CHAMPS mindset.
 * Hope**
 * Memory**


 * Processing** || It was a positive challenge because our teams worked so well together motivated by the competitive edge being turned into fun ||
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || Our plan is to incorporate the vocabulary and summarizing strategies in content areas to keep students engaged. We feel that when this is presented to the staff we will be sharing new ideas with them and they in return will share ideas with us. We will be introducing the concept of states of learning. || This months theme centers around states and how our children are feeling about school, their teachers, instruction etc..By keeping teachers aware of their own state and the state of their students we feel that providing engaging activities serves the overall spirit of the school. || By sharing the strategies shown in the states presentation we are able to empower our teachers with the goal of keeping our students in a positive frame of mind and EAGER.. || We feel the staff will enjoy the vocab activites; and the summarizing activites - we feel they will take several good strategies back to the classroom with them. Teachers will be breaking into small groups (one subject per group) and developing vocab/summarizing activities connected to their upcoming lessons. ||
 * Sept 28-Oct 25 reflection ||  || Teacher are more aware of the connections with students, their own state and the effect on their students states.
 * Various activities are being used to recognize and alter states. || Teachers were divided into small groups for effective learning. Teacher teams learned about Vocabulary Activities and Summarizing activities and actively participated so that this became a real life strategy. Making the invisible visible. Staff then met whole group to model vocabulary and summarizing strategies. || Pictures of Vocabulary Activities

|| Some challenges are presented when terminology is not clear. It was good to be on the same page with the term "state" so as we go forward we are united in our terminology and actions. || These include: shaping essential questions, and other specific techniques. "Write Now"/Unfinished Sentences/Anticipatory Rituals. ||  || Presenting the material in a way that was truly engaging to our staff so they would have meaningful activities to take right back to the classroom.
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || We will be turning around the theme of States of Healthy Concern and Arousal State. || The teachers might experience a state of healthy concern as they will be given the tasks of sharing their results at common planning.

We want to engage them as we do with our students - in active learning

We also don't want our staff to feel overwhelmed with new info...we wanted them to realize that they are doing many of these types of activities already. || (grater, driver positive reeinforcement)
 * Oct 26-Dec 6 reflection ||  || The BLT turnaround meeting started with a state of healthy concern because we had music and the chairs were not in regular grouping. It held peoples atttention and they were waiting to see what was next. We then introduced EQ's what they are and are not. We also added music cues to help transition teachers into groups. || Everything we shared with our Mote staff was from the BLT meeting. It proved to be very enagaging and teachers left with many ideas. So far we have had excellent discussions about EQ's and how to form them. Teachers are more focused on student engagement in the classroom. A number of teachers are now using music and movement to keep children in a healthy state of concern. EQ's are beginning to show up more in the classrooms. || [[image:Active_response.JPG width="214" height="162"]]
 * Active Response 1st grade**
 * Transition Train Chant**
 * Co teacher chant/ alerting another classroom using common music.** || This was one of our better themes. Very few challenges .....this type of instruction is not always comfortable with all personalities, however, our staff is willing to try new things and put them into practice ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || Teachers need to be aware of many styles of transitions so that students remains focused. || By giving teachers a variety of transition tools they are able to handle the various challenges and uncertanties that come during the holiday season. Keeping the atmosphere engaging allows some of our students to feel more comforted and less confused about the many different activities and celebrations that happen in December. For some of our students this can be a high stress time. ||  || Our teachers are eager to learn more on this theme. There are no challenges this month. ||
 * Dec 7-Jan 31 reflection ||  || The Mote BLT team created a meeting that incorporated physical cognitive and emotional breaks. || Teachers were given and shown a variety of chants and some advance organizers to extend thinking using their curriculum. || Pictures of chants and brain breaks and advance organizers.(banana emotional break)

|| We now have so many chants that they students favor it is difficult to choose the most fun chant during transition time! What a great dilema. ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || Teacher in genereal feel rushed to meet the demands of the pacing guide. We predict that this may be challenging for teachers to understand that reflection and states of calmness are a necessary part of learning. || This will give us an opportunity to relearn some of the great techniques we know work with adults and children such as breathing, promoting postive states and reflection. ||  || Teachers may be wondering how they will add this to their everyday teaching. ||
 * Feb 1-Feb 28 reflection ||  || One of our staff members modeled a breathing exercise at the staff meeting to encorporate in our classrooms. We modeled to the staff what states of reflection look like and feel like. || It was a great opportunity to model to staff how to use this in their classroom during instructional time. It can be used during the chunking of lessons to make sure students are actively reflecting and that they are in a state of well being. Our staff needed reminders on how to create and encourage a state of reflection. Sometimes we need to slow down to move ahead. || Insert photo of students in restful, relaxed states and states of well being. Yoga/focused kids

|| Teachers are often confused that a state of reflection looks like boredom. I think teachers feel the pressure of the pacing of the curriculum and they don't take the time to reflect on key points. Just as adults need time to reflect on learning, so do our students. It is important that we acknowledge it. ||
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward ||  ||   ||   ||   ||
 * Mar 1-May 9 reflection ||  ||   ||   ||   ||   ||

C.H.A.M.P.S. - Examples of Implementation Leadership Academy 2009 -2010 **Essential Question:** ==How can each learner’s Academic Success Operating System be built, supported and influenced? == ||
 * **March 2010:** **Sequencing** ||
 * Objectives:
 * Experience and discuss examples of Component 6, **Sequencing**
 * Discuss Examples of Implementation: **Analyze Characteristics**

................................................................. || Examples ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Prioritize procedures based on certain criteria**: ||  ||

||
 * **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. || Weekly Amazing words reviewWord Wall ActivitiesMath FactsReading SeriesHigh Frequency wordsRestating || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || Star of the WeekHooray Day AssembliesDisplaying Student WorkPraising - Dog Bones || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || Snacks / RewardsSnap, clap word wall wordsActing out stories || Internal memory tools forremembering new facts by associating withpreviously learned information. || RhymingGraphic OrganizersMental MappingRepetition || Please Describe ||  || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**............................................................................ || **Examples**...................................................................................................................... ||
 * Rich Repetition:
 * Emotion:
 * Glucose/Oxygen:
 * Representation:
 * Other –

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 * <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. || # Processing time
 * 1) Reading work
 * 2) Writing assignments
 * 3) Retelling cards
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || # Visual Cues
 * 1) Water Bottles allowed in the classroom
 * 2) Use of color
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || # Previewing Vocabulary
 * 1) Pretests
 * 2) KWHL charts
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || # Movement breaks ||
 * 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. Hooray Day2. Student Recognition Awards3. Positive hallway sinage ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Center Activity Choices2. Working Alone, partner, choose partner3. Student Choice by Learning Styles4. Student Choice by interest5. Writing topics6. Choosing problem-solving strategies7. Magic Mondays ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Student of the Month/Week2. Morining Announcers3. Birthday Students ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Student goal setting at conferences2. NWEA goals3. Writing conferences4. ||
 * 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. Hooray Day - Student Recognition Program (Student of the Month)2. Silent Waves in the Hall3. Morning Announcements - Student Announcers & Potatoes4. Happy Birthday Song during Lunch || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. Magic Monday Activity Selection2. Dog Pound Reading Selection3. Success Block Accelerated Opportunities4. || – Current quality artifacts representing the majority of the students is displayed. || 1. Artwork Displays2. Classwork Displays3. Hooray Day Posters (Student of the Month)4. || – Written and/or verbal words of encouragement and reinforcement. || 1. Friday News Recognitions2. Staff Meeting 'Shout Outs'3. Positive Building Sinage4. || Please Describe || 1.2.3. 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

to expose teachers and model appropriate use of a wiki) || Lab Location || Ann, Alice, Annmarie, Dori, Eva, Mabel || May 2009 ||  ||   || to gain insight to students's learning styles, and develop appropriate lessons. ||   ||   ||   ||   ||   || [|Technology Quotes]
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Create a Wiki for use with our PC's at Mote (in order
 * Give a learning syle inventory to students. Use results

Mote Notes Page[|DSCN1117.JPG]