McKean

**Thomas McKean High School** 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 || * Freshman graduation pictures
 * Orientation
 * Starfish
 * Words Are Power
 * Student govt. speeches and campaigns
 * Academy bulletin boards
 * AYP Awards
 * ABC/CRH || * All create hope and a champion mindset; building hope contributes to attention and memory || * freshman pictures
 * starfish
 * Power Words
 * AYP/CRH/ABC awards
 * ppt from orientation || * Using vocab words in the classroom (Power Words) - creating "big picture" assessment to pull together ||
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || * Faculty meeting training 10/13
 * Time Out procedure: 15 minutes to allow students to change state
 * Faculty hall walks; elimination of late center & faculty pedometers
 * Modalities || * All are focused on changing student and faculty states to positive states || * Molly is tracking pedometer steps
 * Time Out - discipline team tracking student attendance || * Teachers remembering to track their steps or wear their pedometers; malfunctioning pedometers ||
 * Sept 28-Oct 25 reflection ||  || * Faculty meeting: turned around info on states. Used embedded vocab strategies and summary strategies to share information with faculty. || * Used physical movement, candy, numbered heads, & small group participation to influence states || * PPT from turnaround meeting, samples of teacher/student work; exit passes; Molly announced winner of pedometer contest || * A LOT of information
 * Practical application of information about changing student states ||
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || * Pep rallies; awards assemblies; student talent show; sports tryouts; student awards; Jefferson awards; zoo trip for students; art museum trip; AYP awards at faculty meetings; drives to provide for needy; pets; student in need; ABC/CRH awards; using essential questions in classrooms; student of the month || * Creating a positive, accomplishment-focused environment encourages aroused states for students and faculty || * Invitations, sample awards, photographs, certificates, data from walkthroughs || * Fairly choosing students to single out for awards; time to plan and implement strategies; establishing clear expectations for classroom display (EQ vs. LEQ?) ||
 * Oct 26-Dec 6 reflection ||  || * School environment is positive with student buy-in to awards-based [culture]; younger students are especially engaged. EQs direct classroom activities. || * || * Awards, invitations, photos from trips, parental thank-you emails, student prizes || * Finding the proper tools to engage ALL students ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || * Morning announcements transition into the day
 * Warning bells
 * Bell ringers/do nows
 * Directions
 * Teachers greet students at the door; time out procedure
 * Transition between learning strategies
 * Addressing multiple intelligences || * All transitions assist students in moving smoothly from one state/activity to another || * School discipline data
 * Attendance/tardy data
 * CFAs, CQAs
 * Advance organizers
 * Graphic organizers
 * Classroom timers || * Must use multiple strategies for different students
 * Getting full engagement from large classes and repeating students
 * Time management for transitions ||
 * Dec 7-Jan 31 reflection ||  || * Used transitional slides even in faculty turnaround presentation to model techniques
 * Giving students warning time: "OK, one more minute" etc. assists students with transitions between activities || * Modeling activities helps faculty with real, usable implementations of strategy || * Faculty turnaround PPT
 * Calendars
 * Class agendas
 * Unit overviews, || * Smaller groups and shoulder partners assist large classrooms with transitions
 * Established agendas help students to understand transitions ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || * ABC, CRH Awards (recognition)
 * Morning Announcements
 * School breakfasts & lunches
 * Student journals
 * Gratitude reflections
 * Student responsibility || * Constant student recogition fosters positive states
 * Food helps serotonin
 * Morning announcements celebrate student success
 * Journals and gratitude activities promote reflection
 * Student responsibility supports state of well being || * Copies of student awards
 * Lunch menus
 * Journal pages
 * Daily progress reports || * Gathering sufficient materials ||
 * Feb 1-Feb 28 reflection ||  || * || * || * || * ||
 * 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**: || 1.Teacher reflection of lessons and pacing guide in order to make future adjustments to sequence of lesson components or lessons within units. ||
 * || 2. Creating and maintaining classroom norms / processes / procedures ||
 * || 3. PLC: Teacher collaboration within departments--Cycle of Inquiry essentially prioritizes key skills aligned with the curriculum for the marking period, and, when implemented faithfully, logically prepares students to perfomr successfully on the marking period CQA. ||
 * || 4. Have students monitor the sequencing of lesson components within classes by incorporating evaluations / rubrics by which students can offer feedback to teachers regarding the structure and sequence of lesson components. ||
 * || 5. Using graphic organizers and teacher modeling ||

||
 * **January 2010:** **Processing** ||
 * Objectives:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Experience and discuss examples of Component 5, **Processing**
 * Discuss Examples of Implementation: Making the Invisible Visible

................................................................. || Examples ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**
 * **Making the Invisible Visible**: || students check other students' work in order to gain perspective on different processing styles., students work on the board, ||
 * || Teacher uses SMART board and ELMO to show process and not simply the product. ||
 * || Teachers discuss strategies during common planning periods to make student thinking public ||
 * || "Think Aloud" teacher modeling, strategic questionsing (avoid giving answers), scaffold information and re-teach while instructing ||
 * || use graphic organizers or concept maps to plan writing ||

||
 * <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. || 1. Word of the Week 2. McKean Rocks-format for ELA classes 3. Common Quarterly Assessment format || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || 1. Use of learning games in classrooms/Competition 2. Creating Suspense- Crime Scence Investigations (Framing) 3. School Wide Advisory- Mentor/Student Relationships 4. Awards Ceremonies || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || 1. Classroom Movement- Changing Seats 2. Bistro Bowls-Student prepared meals for staff 3. DSTP Snacks (Energizers) 4. Assigning Students roles/jobs within the classroom || Internal memory tools forremembering new facts by associating withpreviously learned information. || 1. Use of graphic organizers 2. Use of Mneumonic Devices 3. Multimedia Presentations 4. Use of Technology || 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. Fitness Gram testing2.3. 4. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Making Meaning:** The ability to process new information internally, make connections to prior knowledge, and reflect on new information. || 1. Rubrics for Common Quarterly Assessments2. Re-testing and remediation3. Capstone projects4.Academic Support ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Murals on walls, pennants, and college posters in hallways2. AYP Banner hanging near the entrance3.Food and water provided during DSTP testing4. Lemon scented air fresheners in all classrooms for DSTP testing ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1."Word of the week" during announcements and displayed around the school2. Common Formative Assessments and Common Quarterly Assessments3. Essential Questions and Grade Level Expectations posted in classrooms4. Academic Support classes ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. McKean Rocks the Test manipulatives2. Regrouping during classes3. Career Pathways4. Use of technology: Smart Boards, iPods, audience response devices ||
 * 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 ............................................................................................................................................................. || 2. Quarterly honor role breakfast celebrations in which both students and parents are invited 3. ice cream social 4. Freshmen Open House prior to the beginning of the school year 5. AP/College Open House during the Spring 6. DSTP/Blue Gold Pep Rally 7. Monthly “ABC” and “Caught Red-Handed” student/teacher recognition awards 8. End of year celebrations9. Attending sporting events and other student functions in order to praise all participants.10. use of “Academic Referrals” in order to praise students on their successes11. use of SSP’s and individual Goal Setting and MAP data12. the use of student government and Student Advisory/Leaders to foster a sense of well-being for allstudents13. use of “McKean’s Mighty Messages”14. 9th grade Academy recognition ceremonies15. McKean “Coat of Arms” <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">16. Newsletters & Motivational Posters || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">2. Spirit Week activities; School Spirit participation3. Pep Rallies4. Awards Ceremonies 5. Use of "The McKean Family" Slogan when speaking to all groups at school. || Please Describe || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">1. use of CFA’s2. modification of “student time-out referrals” that attempt to promote <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">positive behavior rather than punishnegative behavior, and aimed at returning students to class as soon as possible when appropriate.3. use of student discipline data || 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. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">1. use of “it’s a great day to be a Highlander” slogan throughout the day
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">1. use of CIS and Student Advisory/Leaders program--10-12 grade students select their own advisory group.2. differentiating assignments and assessments in all classes3. student government4. PTSO ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt;">1. Monthly “ABC” and “Caught Red-Handed” student/teacher recognition awards
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || <span style="display: block; font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">1. IST and Cycle of Inquiry Goal Setting2. use of SSP’s and individual Goal Setting and MAP data3. review quarterly assessment data4. NWEA goals ||
 * 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.Pep Rallys2.Advisory class every Wednesday3.Implementing a Guiding Visual4. daily announcements 5. modeling by teachers and administrators || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1.Choice of Advisory group2.Highlanders for Higher Ed.3.4. || – Current quality artifacts representing the majority of the students is displayed. || 1.showcases for clubs / sports2. artwork adorns the halls3.Academic work in classrooms4. || – Written and/or verbal words of encouragement and reinforcement. || 1.ABC awards2.Caught Red Handed Awards3.daily announcements4. || Please Describe || 1.CQA and CFA implementation2.Academic Support classes in place3. 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

[|PLC wiki presentation.ppt]

to expose teachers and model appropriate use of a wiki) || website || Mattix || Completed and in use currently ||  ||   || variety of emerging trends || Lab Location Tech Cadre support Delivery method || BLT subteam Conway/Green || April ||   ||   || or McKean-created survey || LOTI or McKean staff || May ||   ||   || use in instruction || LOTI results or other survey results Template || ?? || August ||   ||   || Examples || Admin Team || April (first step) ||   ||   || technology into lessons, following NETS. ||   || Librarian || ASAP ||   ||   || What will technology look like in our schools in 2020? How will technology benefit all stakeholder groups in our school community? What do we need to do to achieve the vision?
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Create a Wiki for use with our PLC's at McKean (in order
 * Create Stations for PLC's time to expose small groups to the
 * Survey needs and LOTI status of staff || LOTI survey
 * Create a template for IIPs for personal growth in technology
 * Defining what 21st Century Instruction is / looks like? || PowerPoint
 * Empower our librarian to work with teachers to embed
 * cell phone responders, 1-on-1 computers, online textbooks, 100% online assessments (formative and summative), smartboards, airliners, virtual lessons, virtual classrooms, chalkboard/blackboard, virtual environments,
 * Using and learning 21st Century Skills, Communication-Collaboration-c, allow all students access to technology, become an equilizers in poverty, teachers can engage the variety of learners, community gets 21st learners, students can express themselves using a variety of methods, will make easier to assess student learning, sharing assessments digitally
 * Plan time for PD, growth, and follow up; training to use the "new" technology in implementing lessons in the classroom; The financial means to purchase new technology and updating the building infrastructure to support the technology; sharing ideas using technology througout district and business community.

Vision Statement: With the future of schools looking like virtual classrooms with electronic assessments and collaboration; McKean High School will prepare students to be 21st Century Learners, allow students to express themselves using a variety of methods, and support teachers to engage a variety of learners by planning time for professional development and preparing the infrastructure.

[|Technology Quotes]

McKean Notes Page

http://mckeanhigh-leadership.wikispaces.com/

http://redclay-wiki.wikispaces.com/Collaborative+Lesson+Plan