Conrad

Conrad

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**
 * 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 || We photographed every incoming 9th grader in a cap and gown.

Science teacher Beth Blohm invited to present at NBC Educationweek national education conference. || Champion mindset! Each of our students will graduate from Conrad. || Link to NBC Education webpage = [] || Time limitations - RTTT has added new responsibilies that conflict with 'business as usual' || --PLC discussions
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || Oct 13th - Turn Around

-DATA analysis to facilitate discussions on how to identify and influence potential states in low performing students || All teachers at Conrad will recognize the importance of student and teacher states and how they influence student performance. || || Our attempt to show staff the on-line video was hindered by low sound and bright afternoon sun in our library. || || Student interaction with alumni during homecoming week helped students see the importance influence of high school events on student futures. ||
 * Sept 28-Oct 25 reflection ||  || Awareness of the states of students and the teacher are critical in student engagement and building teacher/student relationships.
 * Back to School Open House
 * Parent conferences
 * Standards based instruction ||  ||   ||   ||
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern ||  ||   || [[image:Conrad_CHAMPS_biotech_2.jpg width="159" height="127"]] ||   ||
 * Oct 26-Dec 6 reflection || Student performance before others leads to a state of healthy concern || * Biotechnology Fair year 2
 * Choice Open Houses
 * Building Roll Out of Leadership BLT concepts
 * Governor's Visit 12/6[[image:Khan_Gov_Call_in.jpg width="148" height="140"]] || The Biotech Fair aroused our students' desire to 'perform' and present knowledge || [[image:Conrad_CHAMPS_3_Biotech.jpg width="160" height="119"]]
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition ||  ||   ||   ||   ||
 * Dec 7-Jan 31 reflection ||  || Everyday classroom instruction uses multiple transitions. These include:
 * Chunking
 * Bell ringers/Warm-ups
 * Two minute warnings
 * Physical transitions
 * Grouping and regrouping
 * Pair-share
 * Graphic advance organizers
 * Anticipatory set || Conrad uses 90 minute Blocks, so chunking the time with effective transitions is particularly important to our school. ||  ||   ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm ||  ||   ||   ||   ||
 * Feb 1-Feb 28 reflection ||  || Teachers use States of Well Being and Reflection to maximize classroom learning.
 * Positive attitudes lead to success
 * Calm classroom environments. enhance student processing.
 * Time for reflection either through use of journals or exit tickets
 * Seniors participate in the Conrad Capstone Project to reflect on their career choice and what they have learned during their four years at Conrad ||  ||   ||   ||
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward ||  ||   ||   ||   ||
 * Mar 1-May 9 reflection ||  || Data analysis to identify students who are close to achieving testing goals.

DCAS testing and deliberate recognition of student gains since the fall testing.

Awards ceremonies to recognize all our students achievement, including academic, clubs and activities. ||  ||   ||   ||

 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**: || Classroom procedures- Warm up, objective, homework, DI, guided practice, lab. ||
 * || Proficient Reading Strategies - Step-by-Step (#1-11) and rubric to ensure following the steps. ||
 * || Time line - Putting events/time periods in order each time a new unit begins (including the new and the old) ||
 * || "rarer" format in each class. Read, Answer, Response, Explain, and Restate to help prep students for the dstp. ||


 * **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**: || Sharing the writing process- ELMO ||
 * || Sharing the math process ||
 * || Students @ smartboards ||
 * || Thank-a-louds ||
 * || Students teaching students, 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. ||

Repeating important informationto assist the brain with upgrading rough draftsinto accurate and detailed memories. || Zip around || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || Warm-ups || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || practice breathing CASA Snack changing groups || 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 || 1.2.3. 4. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Making Meaning:** The ability to process new information internally, make connections to prior knowledge, and reflect on new information. || 1.2.3.4. ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1.2.3.4. ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1.2.3.4. ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1.2.3.4. ||
 * 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 ............................................................................................................................................................. || 5. Sending postcards home 6. Quarterly honor role luncheon celebrations 7. Positive conference evenings 8. Eng of Year Celebrations || 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. use of positive emails to staff2. Conrad Way recognition with prize drawings3. 1X1 hall way affirmations4. Attending sporting events and praising athletes
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. differentiating assignments in class2. Make science fun & cool3. Anchoring activies4. ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Students of the week/month.2. Spirit week activities3.4. ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. goal setting advisory lessons.2. NWEA goals3.4. ||
 * 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. Quarterly Honor Roll Luncheons2. Take middle school students to HS graduation3. Student of the month4. || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. UD festival of words2. Student panel presentations3.4. || – Current quality artifacts representing the majority of the students is displayed. || 1. Success wall in the classroom.2.3.4. || – Written and/or verbal words of encouragement and reinforcement. || 1. The Conrad Way Initiative2.PBS- Biobucks3.4. || Please Describe || 1. School Pride Day2. End of Year Celebrations3. 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

Our Technology Vision Statement We invision a school in which all students have increased access to technology, in which we make and maintain interactive partnerships with industry and colleges to provide real world experiences and specialized training.

which utilize technology for 2009-10. || Judith, Andy || May 5, 2009 ||  ||   || level of expertise || LOTI results or other survey report (Survey Monkey) || Barbara || June 1, 2009 ||  ||   || during August 2009 in-service d-d, di, it based on previous survey results || data-driven, differentiated lesson plans which utilize technology for 2009-10. || Mark || August 10, 2009 ||  ||   || (differentiated groups) during PD staff meetings || wiki for sharing ideas that come from the T-P-S exercise || Andy || Monthly 2009-10 ||  ||   || [|Technology Quotes]
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Complete 2008-09 PD Plan || data-driven, differentiated lesson plans
 * Survey staff for tech tools
 * Continued differentiated PD
 * think, pair, share meetings

Conrad Notes Page