AIMS

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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** Group activities with handouts (collected evidence) || N/A ||
 * 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 ||  ||   ||   ||   ||
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || media type="file" key="IMG_0152.MOV" width="300" height="300" || AIMS' 21st Century Leadership team will conduct a presentation to the staff focusing on states and how it is a key componet in the instructioal process. The presentation will consist of showing the 21st century video, reviewing the states power point presentation, and the group activity. All of the activities that were used supported the main theme of What are States? || Evidences will consist of the faculty meeting video showing staff members conducting the states activitiy, photos of the staff members working in groups, and staff products from the activity. || The main challenges for this turnaround was the showing of the 21st century video. The volume on the video was low and was hard to hear. ||
 * Sept 28-Oct 25 reflection ||  || In reviewing the activities that were presented to the staff regarding the 21st Century Leadership program was positive and there was a direct connection to student achievement and success. || The AIMS team realized the process will provide the staff will meaningful information and activities. || The materials that was given to the AIMS BLT will at the leadership workshop will help in the planning of the staff presentation / turnaround. || N/A ||
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || The preseation for the scheduled faculty meeting. || Staff generated ideas on the 21st Century material and determined how it would be presented to the AIMS staff. || Power Point and presented materials. Also, staff completed activities. || N/A ||
 * Oct 26-Dec 6 reflection ||  || The AIMS BLT felt that the states information gave them a better understanding of how the students at AIMS were. || The AIMS Leadership team conducted a PD session to the staff. The sesson was informative and the staff was very interested in the information. presented the information. || 21st Century Leadership Power Point presentation / BLT
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition ||  ||   ||   ||   ||
 * Dec 7-Jan 31 reflection ||  || Students as an "Exit Ticket" wrote letters in their journals to students who were absent about what they learned that day in class. ||   ||   ||   ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || Staff wrote on sticky notes ways they put themselves in states of calm and well being. Sticky notes were exchanged among the staff. In small groups staff members brainstormed how they could modify the acitivites and implement them in their classroom. ||  ||   ||   ||
 * 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**

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

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 * **January 2010:** **Processing** ||
 * Objectives:
 * Experience and discuss examples of Component 5, **Processing**
 * Discuss Examples of Implementation: Making the Invisible Visible

Collaborative Projects || Examples ............................................................................................................................................................. Finished Projects (i.e. Power Points and Graphs) presenaions || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic .................................................................
 * **Making the Invisible Visible**: ||  ||
 * Peer Conferencing || Completed conferencing sheets and final drafts ||
 * Communicating key points to answer a question(s) || Student feedback, group conversations, student work at board, and airliner ||
 * Exit tickets || Post-it notes, index cards, questioning techniques, and mini assignments ||
 * Conferencing with teacher || Teacher notes, student comments, and final projects. ||

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 * <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.

Post Viewing> Exit Tickets || Praise --> Tiger Pride Incentive Program || Mnemonics --> Exploring the use of memory aids || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic**............................................................................ ||
 * Examples**...................................................................................................................... ||
 * Rich Repetition: Repeating important informationto assist the brain with upgrading rough draftsinto accurate and detailed memories. || Advanced Organizer -> Warm-Up
 * Rich Repetition: Repeating important informationto assist the brain with upgrading rough draftsinto accurate and detailed memories. || Advanced Organizer -> Warm-Up
 * Emotion: The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || Being Featured --> Students of the Month
 * Glucose/Oxygen: The process of encoding andretrieving memories is dependent upon glucose andoxygen. || Diet >Snacks for After School Academy Students ||
 * Representation: Internal memory tools forremembering new facts by associating withpreviously learned information. || Location ---> Seat Assignment Changes
 * Other – Please Describe ||  ||

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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.

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 * Characteristic ................................................................. || Examples ............................................................................................................................................................. ||
 * **Making Meaning:** The ability to process new information internally, make connections to prior knowledge, and reflect on new information. || 1.Rubrics - Teachers provide rubric when giving directions to assignments. (Also, provide on-line rubrics for viewing by students)2.Demonstration of Knowledge - Students demonstrate knowledge through presentations including a visual (example - student created power point presentation) ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1.Food and Water - Students are provided with a snack when participating in the After School Academy (During transitions)2.Environment - Smaller class size in Test Prep classes and After School Academy tutoring program3.Color - Use of Smart Board throughout the day.4. ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1.Vocabulary - Consistent presentation of vocabulary across the content areas.2.Video - Use of videors to build background / time period knowledge. ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1.Permission to move around, stretch, and change postures - Allow students to move into collaborative groups.2. Manipulatives - Students use geometric shapes, Smart Board, and Airliners to enhance learning. ||
 * Other – Please Describe ||  ||

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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.

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 ................................................................. || Examples ............................................................................................................................................................. ||
 * **Positive Affirmations:** communicate highexpectations, utilize simple accommodations, and foster a feeling of well-being for all students. || 1.Teaching teams, suupport staff, and administration will communicate high expectations to students and parents in the forms of recognition (individual and group), student of the month, parent conferences, and student meetings.2.Ongoing communications with parents and students (conferences, letters, telephone, and e-mail)3.Quarterly recognition programs focusing on academics, attendance, and behavior. ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1.Students will recive Tiger Pride for being productive members of the AIMS community.2.Student support programs such as mentoring, behavior management,3.Individual student montioring program and parent involvement. ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1.Wall of Fame2.Achievement Awards3.Administrative Awards4. Teacher Recognition ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1.Academic Goals (Marking Period, MAP, Re-teaching, DSTP, and Accelerated Reader)2.After School Academy Instructional Goals3.Student Success Plan Goals4. Vocational Goals and High School Goals ||
 * Other – Please Describe || 1.2.3. 4. ||

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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


 * Characteristic ................................................................. || Examples ............................................................................................................................................................. ||
 * Rituals – Build community. They are 100% predictable, simple to do, engage everyone, solve a recurring problem, & always end in a positive state. || 1.Positive reinforcement for student achievment (Academics, Attendance, and Behavior)2.Modeling (Academic Expectations and Student Conduct)3.Do Now Activities and Classroom Procedures4. Incentive programs ||
 * Student Choice – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1.Seeking student input and feedback on activites and programs2.Identifying student leaders3.Student Success Plan - students exploring and taking ownership on future goals and expectations ||
 * Student Work – Current quality artifacts representing the majority of the students is displayed. || 1.Student work displayed throughout the school building (classroooms, library, and hallways) ||
 * “Can Do” Comments and Communications – Written and/or verbal words of encouragement and reinforcement. || 1.AIMS Student of the Month2.Principal Award3.Staff communication to parents about student achievement/recognition ||
 * Other – Please Describe || 1. ||

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14pt;">2008-2009

Flexible Grouping Technology DI E-Mints || Adminstration Cadres BLT 7th Grade Teachers || TBD June 2009 ||  ||   || HOT Sheet/Palm Profile || Administration || Quarterly ||  ||   || Weekly Lesson Plans Data Matrix || Administration Classroom Teachers Classroom Teachers || June 2009 Weekly Monthly ||  ||   || [|Technology Quotes]
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Professional Development || Data Analysis
 * Instructional Observations || DPASII Lessons
 * School Success Plan || Restructuring Plan

AIMS Notes Page


 * Technology Vision Statement**

The technology vision statement at Alexis I duPont Midde School is to create a 21st century learning environment that will adapt to the rapidly changing world of technology. This would include having laptops for all students, text-books on-line, responders, SMARTboards, elmos and airliners in all rooms. Students will have the abililty to work collaboratively world-wide through Skype. Stakeholders in our school community would benefit from this by having access to information and data from our school. They would become part of our learning community. Also, schools would be producing students with 21st century skills of technology, collaboration and cooperation.