AIHS

AIHS 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** **Timeline Journey Planning Tool** the champion mindset. Pictures of freshman in caps and gowns for graduation incentives || Creating hope (staff and students) || Pictures Banners Signs || Time constraints Money to develop pictures company willing to work with cap and gown distribution || - Definitions of states What are they? How do they affect students learning? || Exposing the staff to the concept of states and how they affect learning. || vocabulary activites to introduce staff to the various states (positive and negative) || Nnot enough time to discuss the turnaround plan during the leadership academy. || -PLC discussions -DATA analysis meant to facilitate discussions on how to identify and influence potential states || It was the catalyst for the discussions. || N/A || The biggest challenge is getting people to subscribe to a change in philosophy. For many, this may means changing class rules and procedures which some believe is a sign of weakness. || - BLT Role playing /Overview -Department Meetings -Choice Open House || -Moving students to states of arousal -Standard Based Instruction || -Observation of teacher classrooms -Photos of faculty meeting -Meeting agendas - Staff worksheets || - Teacher preconceptions - Challenging students to see importance of arousal states and the impact on learning || - Buy in from all staff members || - Grouping and Regrouping -Bell Ringer and Warm Ups -Verbal Transition/Anticipatory Sets || These activities guided and encouraged our students to maintain readiness for learning. || -Teacher use of grouping strategies and varied activities demonstrate transitional effectiveness evidence in observations Student samples/ Exit Tickets || -Varying Instructional Strategies - Breaking old instructional routines || - Convincing staff instructional strategies will have impact on test scores. || -Advisory Sessions -Sportsmanship Committee || This activity helped staff identify with student behaviors exhibited throughout the school || -Initial reduction in student behavior referrals after attending session - Reduction in incident reports from DIAA || - Staff was able to link this session to real life experiences at school || - Advisory has to be more meaningful to both staff and students ||  ||   || School events helped staff members reflect on overall well being and reaffirmed core values- states always begin with the individual ||
 * Bon Voyage!**
 * 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  || Signs that promote hope and
 * Sept 28-Oct 25 prediction ||  Overture: What are States? Why Bother?  || -Turnaround plan on 10/13
 * Sept 28-Oct 25 reflection || Influencing STATES of learning || -Turnaround plan
 * Oct 26-Dec 6 prediction ||  Opening curtain: Arousal States and States of Healthy Concern  || -Faculty Meeting/Discussion of States of Arousal with Faculty
 * Oct 26-Dec 6 reflection ||   || Student presentation at Choice Open House leads to a state of healthy concern. || -Choice Open House showcased student skills and talents || Staff met by department with administrator for cooperative learning sessions || - Lack ofTime
 * Dec 7-Jan 31 prediction ||  Changing scenes: States of Transition  || Observed clasroom lessons reflect use of multiple transitions
 * Dec 7-Jan 31 reflection ||   ||   ||   ||   || -Challenging established instructional strategies.
 * Feb 1-Feb 28 prediction ||  Intermission: States of Well Being, Reflection, and Calm  || -Anger Mangement Student Groups
 * Feb 1-Feb 28 reflection ||   || -Anger Management is limited, could benefit more students
 * 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? == || ................................................................. || Examples ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX || ................................................................. || Examples ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX || Repeating important informationto assist the brain with upgrading rough draftsinto accurate and detailed memories. || 1. Use of journals/logs to allow student reflection 2. Anchor activities to reinforce student knowledge 3. Preview tests with post tests to highlight important content || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || 1. Praise for correct responses and encouragement for classroom participation 2. The students will provided with a safe/comfortable learning environment 3. Exceptional student work displayed prominently in classrooms 4. Teachers will address all students by their name in classrooms || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || 1. Allow students to get water as needed. Possibly allow snacks in classrooms2. With permission students can get up from desks to stretch when needed || Internal memory tools forremembering new facts by associating withpreviously learned information. || 1. Teachers will use memory games/learning devices to aide retention 2. Teachers will relay grouping strategies to students based on their individual content 3. Rooms will be decorated with important ideas from each teacher's content area || Please Describe ||  || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX || ................................................................. || Examples ............................................................................................................................................................. || Please Describe || 1. Continued prof development in creating a learner's academic success system2.3. 4. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX || ................................................................. || Examples ............................................................................................................................................................. || Please Describe || 1. The staff thoroughly enjoyed the HOPE notes exercise. I belive the message to be well received and expect instantaneous follow-through. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX ==How can a learner’s Academic Success Operating System be built, supported and influenced? == || ................................................................. || Examples ............................................................................................................................................................. || – Build community. They are 100% predictable, simple to do, engage everyone, solve a recurring problem, & always end in a positive state. || 1. Encourage teachers to implement ritutals in their classrooms:- model behaviors at facutly meeting, department chair meetings, etc... - reinforce expectations through lesson analysis || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. DI - Differentiated Instruction for assignments (Content, Process, Product)2. Technology should be utilized whenever possible3.Pre-arranged grouping strategies (establish roles, limits, expectations, etc...) || – Current quality artifacts representing the majority of the students is displayed. || 1. Utilize showcases around the school to highlight the various groups, clubs, organizations, etc...2.Snap-shots (Photos) of drama productions on display3.Spring-showcase to highlight performing and liberal arts || – Written and/or verbal words of encouragement and reinforcement. || 1. Tiger Pride:- T-Shirts- Announcements- Publications || Please Describe || 1. A new initiative this year, "The Tiger's Eye" will connect with Tiger Pride. Students will be recognizzed for acts of citizenship (i.e. - demonstrating morals, respect, kindness, etc..) students will be issued a certificate and have a photo taken and placed on display. ||
 * **March 2010:** **Sequencing** ||
 * Objectives:
 * Experience and discuss examples of Component 6, **Sequencing**
 * Discuss Examples of Implementation: **Analyze Characteristics**
 * 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
 * Characteristic
 * **Making the Invisible Visible**: || Use of rubrics for scoring activities. ||
 * || Use of smartboards, overheads, and other technology to engage students. ||
 * || Have students explain how they came up with answers to the questions. ||
 * || Have students work in groups: Think, Pair, Share. ||
 * <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.
 * Characteristic**............................................................................ ||
 * Examples**...................................................................................................................... ||
 * Rich Repetition:
 * 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.
 * Characteristic
 * **Making Meaning:** The ability to process new information internally, make connections to prior knowledge, and reflect on new information. || 1. Use of graphic organizers2. Differentiating Instruction based on Product, Process, and Content3. Authentic/Genuine products as examples of student knowledge4. ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Using music as a prop in creative writing2. Graphic Organizers3. Physical context in which lessons are presented4. ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Activating prior knowledge strategies are evident2. KWL type graphic organization use3. Scaffolding4. Reteaching prior lesson to build base for new information ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Transition into groups of various sizes in classes2. Incorporate physical activities that support the instructional strategy3. Linking specific actions with certain data to generate movement4. ||
 * 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.
 * Characteristic
 * **Positive Affirmations:** communicate highexpectations, utilize simple accommodations, and foster a feeling of well-being for all students. || 1. Continue to use the Tiger Pride t-shirts as a method of promoting positive behaviors in the school2. A+ cards to acknowledge staff behaviors and accomplishments3. Hope Notes - used in classes and demonstrated and facutly meeting4. Student/ Staff recognitions- publications- announcements ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. DI - Content, Process, Product2. problem solving interventions - Anger Management partnership to assist our neediest students handle difficult situations ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Showcase the multitude of student organizations. demonstrate that there truly is something for everyone2. acknowledging the positive behaviors of a group through the Tiger Pride initiative ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Through our advisory program students are expected to set goals and review them periodically with their advisor. ||
 * 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
 * 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 where applicable || Faculty Meetings || Principal || 2012 ||  ||   || before any purchases will be allowed by district || Inservices || Grant Writing Team KP ||  ||   ||   || KP ||  ||   ||   || oversee and report problems to district. We need to raise funds for additional per department carts. ||  || Grant Writing Team KP ||  ||   ||   || Rough Drafts can be edited and graded || assignments offered by teachers || Victoria Kohl ||  ||   ||   || [|Technology Quotes] AIHS Notes Page Vision Statement: At A.I. duPont H.S. in the year 2020 we expect all classes to be equipped with more technology such as smartboards, personal computers and pda's. We expect to provide appropriate authentic and differentiated instruction to challenge and engage each student every day. Teachers will move away from the traditional pen and paper assignment and move towards electronic assignments and assessments as teachers become more technology coaches and facilitators. Digital communities will develop to connect and collaborate with teachers, students, businesses and families. It is our goal to committ the financial resources necessary to create and implement the plan.
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * LCD projector in every room in the school
 * Smart Boards- increasing # year to year - must arrange for training of staff
 * Wired for simulcast television ||  || Grant Writing Team
 * Pods (laptop cart) - district is providing one; need a lap top coordinator to
 * Using Google Documents to collaborate with English teachers and their students