Warner

Warner 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 || CHAMPS was reviewed during a faculty meeting. The staff was asked to reflect on the CHAMPS activities they committed to last year, discuss their effectiveness and commit to six activities per grade level that reflect the CHAMPS mindset. The following PowerPoint was presented.

Open House

- - - - - - Student of the Month: || - - -  -  -  -  -  -  -  -  Parents were introduced to school wide initiatives to promote a Champion Mindset and build Hope such as I Care, PBS, the //ist// and a commitment from the Art alliance.

Students are rewarded monthly with certificates and free hotdog coupons for exhibiting the school wide expectations. || ﻿ ﻿﻿﻿﻿﻿ Teachers were asked to complete commitment forms as exit tickets. The commitment forms were given to the principal for use during observations. Visual reminders of the grade level commitments were placed in the faculty lounge. ||  || The Power Point used:
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || During the Falculty meeting the staff was introduced to states and why adminstrators and teachers should be concrend with them. They were also provided with vocabulary and summary activites to use in the classroom.

Warner Family night || Throughout the month and years teachers will: || The Exit Ticket was the 4 word summary activity. This was displayed in the faculty lounge. Two vocabulary strategies were chosen to use school wide. Evidence of these strategies will be displayed in our halls. ||  || Graphic Organizers ||   || Use of graphic organizers in classroom Brain breaks, Cross laterals, Classroom transitions, 2 minute warnings, Skimming [|graphic organizers]
 * Sept 28-Oct 25 reflection || The teachers enjoyed the provided activities and were thrilled to realize how many they were already doing in their classrooms. ||  ||   ||   ||   ||
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || Faculty meeting discussing proper essential questions and why they are important to post and discuss in class. Also discussion and modeling of states of arousal and strategies that change states of arousal. || Gaining Attention || Exit Tickets
 * Oct 26-Dec 6 reflection || Teachers had a good time sharing how to change arousal states. They enjoyed the activities and look forward to trying them in the classrooms. ||  ||   ||   ||   ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || Clapping, music, changing phys. position, exercise

Family Math Night || Varying the strategies for transitioning

Math activities were presented at different stations. Parents and students were asked to transition from one station to another by music. They were also managed through 2 minute reminders. During the whole groups activates the audience was given brain breaks in the form of math jokes. || Exit tickets Graphic organizers (clapping song for transition) ||  || || Did not receive instruction materials from district until after workshop was planned ||
 * Dec 7-Jan 31 reflection || Teachers had a good time sharing how to change transition states. They enjoyed the activities and look forward to trying them in the classrooms. ||  ||   ||   ||   ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || Adding music, singing,Visual images,Stretching,Regrouping,Free draw,Storytelling,Appropriate seating,Focus activities,Breathing,Relaxing, posture,Adding color,Reflective journaling || Varying strategies for Well-being and Reflection || Yoga music. reflective journaling, ballet and stretching in PE.
 * Feb 1-Feb 28 reflection || Teachers participated in sharing well-being and reflective strategies. They enjoyed the activities and look forward to trying them in the classrooms. ||  ||   ||   ||   ||
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward || Each month our students are celebrated with a student of the month assembley and given a free hotdog coupon for Johnny's Hot Dog. Their pictures are also displayed on a bulletin board.

Classroom work is displayed outside the room

Schoolwide behavior and academic benchmark parties. || The activites create an enviroment of celebration and rewards || pictures and hot dog coupons. ||  ||
 * Mar 1-May 9 reflection ||  || Students, parents and teachers have responded well to our celebrations and rewards. ||   ||   ||   ||

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 ............................................................................................................................................................. || Goal Mind Set || Retelling or Mirroring in their word or process || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX ||
 * **Characteristic**
 * **Making the Invisible Visible**: ||  ||
 * Memory || Students doing verbal recall or answering questions, doing round robins, where each student ask the next student question and so on from a story, a problem. ||
 * Fidelity || Students Breaking down information then providing evidence which could be various items. ||
 * Attention || a Written product ||
 * Outcome
 * <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. || Singing Physical Movement Acting out and showing others. || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || Have students make a postive commitment to learn. Have students do a physical movement that lets them let go of negative feelings they may have before they start. Have something for staff to make a commitment to the day and doing doing the best job they can. || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || Do a Breathing exercise. Stretch exercise Drinking Water Seeing about the feasability of water coolers in the classroom. || Internal memory tools forremembering new facts by associating withpreviously learned information. || Using Charts Memory maps Physical movement Present and check in different learning styles Move or change locations Closure of activiities. || 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 ............................................................................................................................................................. || 5. Using Shaving Cream for spelling test or vocabulary. || 5. Breathing Exercises || Please Describe || 1. Musical words2. Take a commerical break 5, 4, 3, 2, `3. Use a timer 4. Being animated, mini demonstrations || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX ||
 * Characteristic
 * **Making Meaning:** The ability to process new information internally, make connections to prior knowledge, and reflect on new information. || 1. Take field trips before teaching the content.2. Use United Streaming or Thinkfinity to help show examples and uses.3. Find concrete examples of the topic or content to show students.4. Students re-teach or retell and explain the main idea, purpose or give their examples of what they learned from the lesson. ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Clapping or tapping before you speak or write.2. Making posters or visual aids to help them see better examples .3. Using movement or dance stompping, clapping, wind chimes4. Changing the environment to help make meanning, it could be location or room setting.
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Using phrases such as hands empty, eyes on me, bodies frozen, clapping in a pattern, snap and clap.2. United streaming, field trips3. Game playing, competitions, table points, team points,4. Using the amplification system voice tone or a different noise. ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Dancing2. Skip counting, songs,3. Walking4. Yoga
 * 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 ............................................................................................................................................................. || 4. Community service each grade level does a project. || Please Describe || 1. I Care word2. Mentors3. Recognizing students on a regular basis. 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. Notes in students Planners2.Pencils given to students with postive statements3.Student of the Month - one student from every classroom - picture posted and certificate given4. I Care Grams to Parents5. Phone callls and meeting with parents with positive statements and affirmations. ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Students choose most outstanding person in room - create a rubric for each classroom.2.Students choose student who is most improved in their classroom3.Academic Choices such as Do Nows, Reading Centers, Writing Centers, math4. Students choose their Preferred Acitivity Time (PAT) time each month ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1.Bulleting Boards with Student Pictures2.Saftety Patrol3. Stuff the bus school projects and community awareness programs
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. MAP Goal setting for Grades 2-5 Kindergarten decodeables and flunecy charts.2. Walking goals setting the distance they walk.3. Silver Spoon - Lunch Award and Recognition by class4. Setting goals for attendance and work in school ||
 * 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.Morning Meeting and focus on the I Care Word for the month2.All Classes discuss the I Care Word3.Morning Greetings with each other. Have a standard greeting each day.4. Closing at the end of the day recognizing someone that has done something positive today. || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1.50/502. Choice Activity During Center Times.3.Preferred Activity times students have choices which activity they want to participate in.4. Children who have emotional problems like ODD giving choices can save a battle. || – Current quality artifacts representing the majority of the students is displayed. || 1. Let students select or choose their display exhibit.2. Recognition Assemblies3. Use Lockers and display boards in spaces where there are no Bulletin boards to recognize students.4. Do a parent recognition in the school on a bulletin board. || – Written and/or verbal words of encouragement and reinforcement. || 1. Send names of students who do good deeds and good works daily to be recognized2. Awards Assemblies monthly.3. Quarterly Academic Assemblies for recognition4. Bus Incentives from drivers, teachers and administration || Please Describe || 1. Awards for students with specific skills that we want our children to demonstrate coming fromCharacter Education and I Care.2.Awards and Recognition for Parents who participate in the I Care Program.3. Awards for Staff who lead the way and do different things to promote relationship building and caring. 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

Model/Demo || Inservice/Staff Meeting || Leadership Team || 10/21/09 ||  ||   || [|Technology Quotes]
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Team Collabroation || Morning Staff Meeting || Leadership Team || 10/21/09 ||  ||   ||
 * Explaination of Blogs
 * Assess Learning Styles || In Classroom || By Teachers || 12/1/09 ||  ||   ||
 * Teachers Creating Web Pages || In Classroom or In-service || Teachers || 9-2009 ||  ||   ||

Warner Notes Page

Technology Vision Statement: Technology at Warner will promote the student as the expert. Through technology teachers will use positive leadership and collaboration to bring information, resources, and experiences into the classroom to produce successful global citizens.