North+Star

North Star 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

[[image:Hope width="193" height="145"]]
|| ==Staff Kickoff: breakfast with a "Recipe for Success" ==

-Dancing with the Stars
|| ===CHAMPS was a central component for the creation of "Recipes for Success" ===

===Steps Across Delaware seeks to improve student states by promoting health and fitness, while incorporating meaningful learning. In creating this commercial, students were aroused for learning and anticipated different ways that cross-curricular lessons that could be developed in relation to our state's geography. === || == ==

=media type="file" key="1-04 Firework.m4a" width="300" height="50"= = __Steps Across Delaware Commercial__ = =media type="file" key="Steps Across Delaware-BLT.m4v" width="300" height="300" = || Being able to collaborate across grade levels and cross-curricular to share ideas. ||
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || ==Turn around plan ==

|| ===-Turn around plan provides teachers with opportunities collaborate and discuss strategies impacting student learning states ===

===-The annual Vocabulary Parade allows students to cement vivid vocabulary into their learning by depicting their grade-level themed word ===

===-Movement is a large part of our daily instructional routines. Not only does it incorporate a healthy state of learning, but students are able to build their memory of terms if they associate a gesture. ===

-Peer Coaching allows teachers to vertically articulate, while collaborating across grade levels
|| =__Vocab Strategies in Action...literally!__ =

<span style="color: #45af4b; font-family: 'Comic Sans MS',cursive;">media type="file" key="Vocabulary- BLT.m4v" width="300" height="300" || <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">-Time to fit in strategies

<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">-More opportunities to collaborate within and across grade levels ||
 * Sept 28-Oct 25 reflection ||  || == == ||   ||   ||   ||
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || == Inquiry-Based learning projects == || === Questioning is an effective instructional strategy that engages students as they develop their own inquiry-based research. Moreover, it leads to active partic**ipat**ion, by choice, in a cognitive, emotional, physical way. ===

__Zooligists on Patrol:__
==== Third graders created a sea of questions surrounding an animal research project. Their inquiries led to further research and wonderment as they explored the answers. This problem-based learning project commenced with a visit to the Philadelphia Zoo, where students engaged in hands-on exploration of their self-selected topic. ====

If You Give a Student a Cookie:
During this project each student made two attempts to stack as many Oreos as possible. The students then added their highest stack amount to a data table. The data table was then used to find the average amount of Oreos stacked in the class. Then we went to the technology center to create and analyze a bar graph of the data.

|| = =

= __Take Stock__ =

= __Let it Snow, Let it Snow, Let it Snow__ =

= __Money, Money, Money:__ =

= __If You Give a Student an Oreo__ =

||  ||
 * Oct 26-Dec 6 reflection ||  ||   ||   ||   ||   ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || == Use of advance graphic organizers ==

Socratic Seminar
|| === Advanced graphic organizers enable students to work at a differentiated pace and build memory as they create a plan to organize information that matches the text structure. ===

Socratic seminars provide students an opportunity to question the text and hold an open floor discussion that builds community and puts the students in charge of their learning.
|| = __Anticipation Guide:__ = ||  ||
 * Dec 7-Jan 31 reflection ||  ||   ||   ||   ||   ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || ==== ====

iPods in the Library
|| === Making a difference in our community is one of the many themes echoed in classrooms across North Star. Inspiration through literature led many grade levels to spearhead philanthropic initiatives. The efficacy of these student-driven opportunities is apparent in their ambition to organize, plan, modify, revise, and reflect on each stage of the process. ===

[|__Epals Around the World:__]
==== Students in various grade levels have expanded the the four walls of their classrooms as connections around the world were created. These online projects offer students opportunities to reflect on the world around them through active engagement via e-mailing, video-conferencing, and letter writing. ====

__iPods in the Library:__
==== 21st century skills are seamlessly integrated as students use modern technology to reflect on their learning through the use of iPods. Storykit is one application that allows learners to synthesize their knowledge by generating a story and adding pictures, sound and voice. ==== || =<span style="color: #45af4b; font-family: Arial,Helvetica,sans-serif;">__**Change for Change**__ = = = =<span style="color: #45af4b; font-family: Arial,Helvetica,sans-serif;">__**iPods in the Library**__ =

=<span style="color: #45af4b; font-family: Arial,Helvetica,sans-serif;">__**Smart Buddies**__ = ||  ||
 * Feb 1-Feb 28 reflection ||  ||   ||   ||   ||   ||
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward || == Young Author's Celebration ==

|| === Coveted moments like these give students a sense of accomplishment. ===

|| = __Lights, Camera, Action!__ =

__Lego League takes First Place!__
||  ||
 * Mar 1-May 9 reflection ||  ||   ||   ||   ||   ||

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 16pt; text-align: center;">C.H.A.M.P.S. - Examples of Implementation <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">Leadership Academy 2009 -2010 <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">**Essential Question:** ==<span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt; text-align: center;">How can each learner’s Academic Success Operating System be built, supported and influenced? ==
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**March 2010:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> **Sequencing** ||
 * <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 6, **Sequencing**
 * Discuss Examples of Implementation: **Analyze Characteristics** ||

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


 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**January 2010:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> **Processing** ||
 * <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 5, **Processing**
 * Discuss Examples of Implementation: Making the Invisible Visible ||

................................................................. || Examples ............................................................................................................................................................. ||
 * **Characteristic**
 * **Making the Invisible Visible**: || Using think alouds during instruction to make those "in the head" processes visible to students; having students use think alouds as well--explaining use of math, reading strategies ||
 * || Using individual white boards for all students to share their problem solving strategies visually with the teacher, so that he/she can get a status of the class; adjust instruction appropriately ||
 * || Use of rubrics in all content areas so that students are crystal clear regarding learning expectations ||
 * || Regular use of think-pair-share activities ||
 * || Smart Board interactive activities shown to entire class--e.g students will show how they manipulate and sort word study words by pattern.

Throughout the building - the NS Pledge placed on a matrix; Safety cards and Star Cards & Star of the Week-finding something to praise of someone else; Energy Booster - movement to promote attention, use of beach balls and music. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX


 * <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. ||  || The more intense the emotion the stronger the connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. ||  || The process of encoding andretrieving memories is dependent upon glucose andoxygen. ||  || 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 ............................................................................................................................................................. || 2. Connecting content to real-life applications makes learning fun and meaningful to students3.4. || 2. Water bottles are available throughout the day to prevent dehydration3. Snack breaks are offered daily in grades k-34. Manipulatives are an integrated component in all content areas. 5. Visual displays with added color serve as another entry point for learning curriculum material || 2. Picture notes: give students picture clues that are used to generate thinking about an upcoming topic3. Use of literature in math to teach a new concept4. || 2. Compass Points: a great way to organize student thinking into four points. Students can move to a direction that shows their thinking for a questions. e.g. Move east if..., move west if..., etc.3.4. || 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. Rubrics are used across the content areas to provide structure and guidance to assignments. Additionally, this enables to students to self-assess their own work to determine if they met the expectations.
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Integrating themed music into lessons. I.E. playing the "Pink Panther" during transition time during a unit on mysteries,
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Integrating field trips, guest speakers, or assemblies into the curriculum prior to the beginning of a new unit.
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1."Meeting and Greeting": this interactive strategy gets students moving around the room while practicing social skills and sharing their thinking about a focus point
 * 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. Weekly Home Notes play an integral role in teacher/parent communication that highlight positive behaviors3. Safeties award "Acts of Kindness" cards to students following the North Star pledge; principal does random drawings for "no homework" passes announcing winners/positive behavoir over announcements.4. Consistent use of specific praise in all classrooms || 2. Students provided choices daily in presentations, book selection, writing topics, strategies for math problem solving and the list goes on!3. Routinely, students are asked, "how can you help yourself?" "how did you figure that out?" rewarding independent learners, critical thinkers and problem solvers.4. || 2. Star of the Week: recognizing excellence in citizenship3. Social Skills Lunch Bunch: an opportunity for students to participate in a social skill building club4. Girls on the Run club--building self-esteem in 3-5th grade girls and training opportunities for a culminating 5K run. || 2. NWEA goals3. Writing conferences are a valuable time to set goals for upcoming writing pieces4. || 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. A+ Staff Cards- one is chosen randomly at each staff meeting and that faculty member is recognized and becomes eligible for the "gift of time".
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Student led conferences: held in October, November, and February
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Writer's Celebrations: student have a chance to show pride in their work and share with members of the learning community.
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Student goal setting at conferences
 * 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. Students in Enrichment read a biography of Milton Hershey online. After reading about his bankruptcies, we determined that the message is "Never give up!" Students turned to each other and cheered each other on saying, "Never give up!" The champion mindset is reinforced in this uplifting statement. Keep trying, never give up! 2. With the inclusion of our school pledge and teaching the meaning of the desired behaviors we have created a ritual that sustains the school and promotes our anti-bullying initiative, safe playground initiative and generally promotes good character.3.Daily, we recite the North Star Pledge as an entire school, and weekly we reward Stars of the Week with a Read Aloud/Star Party in the principals office. Students are commended for following the pledge, showing respect, being kind to others, and being the best learners we can be.4. Students are given Star Cards to recognize excellent citizenship in throughout the building. Once a month, a star card is drawn and is read aloud over the announcements. || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. Students in fourth grade were given the assignment to read about the Kalmar Nyckel prior to a field trip. They were given choices as to what to read and share - the history of the original ship, the re-building of the ship, the trades and skills needed to build and maintain the ship, such as blacksmithing and rope making. Through these choices, they could investigate their own interests and then share what they learned with others. 2. As we build our "playground leadership" committee the students will take responsibility for the equipment and teaching other students various games they will be learning.3. Our annual Vocabulary Parade is a great way for students to choose an interesting vocabulary word that interests them. Each student is given the autonomy to design a costume depciting that word.4. || – Current quality artifacts representing the majority of the students is displayed. || 1.Students posted illustrations/writingof appropriate behavior on our North Star "Anti-Bullytin" Board. 2.As part of our First Annual Celebration of International Peace Day, students created/planted pinwheels of peace on a giant peace sign on our school property. These artifacts contained messages of peace in our world and our North Star Community.3. Our school website features student work that is submitted from each grade level either weekly or monthly. This a great way to highlight North Star's happenings.4. Student work is communicated to our community by being published in our school newsletter, which is sent home monthly. || – Written and/or verbal words of encouragement and reinforcement. || 1. Never give up! It's posted in our room now! 2. North Star teachers emphasize the positive in all their interactions with students--"I love the way___is__ " is probably the most oft-repeated phrase heard in our classrooms!3. Third grade teammates use "Happy-mails" weekly to honor students who are nominated by peers for recognizing excellence in citizenship.4. Staff members issue A+ cards to each other in recognition of going above and beyond in the profession. || Please Describe || 1.2.3. 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

North Star will begin establishing our "vision" statement now. Our expectaction is for all staff to participate and acknowlege that technology is an integral part of daily instruction. We will be committed to providing ongoing professional development in a supportive environment that promotes opportunities for daily and effective use. Students will have access and use technology on a daily basis in all areas of the curriculum. aware of their individual learning styles. Take online survey at faculty mtg. Observe peer video on determining meaning in reading. Discuss implications for differentiation. || Take survey, access websites || Margo Miller || 4/11/09 ||  ||   || Fifth grade students contribute questions to summative assessment-- Are You Smarter than a Fifth grader? Share plans with staff at faculty mtg. || access wiki spaces || CarrieConner,Michelle Scott || 4/29/09 5/22/09 ||  ||   || strengths and decide how develop goals for improving weaker areas. || Access LoTI data || Andrea Lanciault || ? ||  ||   || [|Technology Quotes]
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Making teachers
 * Survey student learning styles, ||  ||   ||   ||   ||   ||
 * Use wiki spaces for team planning--e.g.first grade fairy tale unit.
 * Review school-wide LoTI results. Collaborate in teams to celebrate

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