Heritage

[|take_ten_binders.JPG]Heritage

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** After implementing strategies for states of well-being and reflection, students have [|drug_free_cheerleaders.JPG] [|spirit_day.JPG] [|welcome_busy_bees_1.JPG]
 * 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 || * Take 10 - attention
 * <span style="font-family: 'Comic Sans MS',cursive;">Morning messages (modeled after PBS)- Champion Mindset, Hope, Memory, Processing, Attention
 * <span style="font-family: 'Comic Sans MS',cursive;">Morning exercises- Attention
 * <span style="font-family: 'Comic Sans MS',cursive;">EAGLE of the Week - Champion Mindset/Hope
 * <span style="font-family: 'Comic Sans MS',cursive;">New Busy Bees Bulletin Board - Champion Mindset/Hope
 * <span style="font-family: 'Comic Sans MS',cursive;">Grandparents' Day (with literacy activities) - Memory
 * <span style="font-family: 'Comic Sans MS',cursive;">Code of Conduct talks and teaching rules and procedures - Processing and Sequencing || <span style="font-family: 'Comic Sans MS',cursive;">Supports C.H.A.M.P.S. || <span style="font-family: 'Comic Sans MS',cursive;">[|linda_announcements.JPG]

<span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">﻿[|welcom_busy_bees_2.JPG] || <span style="font-family: 'Comic Sans MS',cursive;">Time and remembering to take pictures. It is also more difficult to do some of these components school-wide. || <span style="font-family: 'Comic Sans MS',cursive;">Champion Mindset <span style="font-family: 'Comic Sans MS',cursive;">Hope <span style="font-family: 'Comic Sans MS',cursive;">Processing <span style="font-family: 'Comic Sans MS',cursive;">Summarizing <span style="font-family: 'Comic Sans MS',cursive;">Vocabulary || * <span style="font-family: 'Comic Sans MS',cursive;">21st Century Turn-Around Presentation (10/13/10) <span style="font-family: 'Comic Sans MS',cursive;">Web <span style="font-family: 'Comic Sans MS',cursive;">See/Say the word <span style="font-family: 'Comic Sans MS',cursive;">Act out the word <span style="font-family: 'Comic Sans MS',cursive;">Draw the word <span style="font-family: 'Comic Sans MS',cursive;">Conflicting analogies <span style="font-family: 'Comic Sans MS',cursive;">Vocabulary map
 * <span style="font-family: 'Comic Sans MS',cursive;">Sept 28-Oct 25 prediction || <span style="font-family: 'Comic Sans MS',cursive;">Overture: What are States? Why Bother?
 * <span style="font-family: 'Comic Sans MS',cursive;">Mandated DFS Training
 * <span style="font-family: 'Comic Sans MS',cursive;">Take 10 and morning exercises can change students' states.
 * <span style="font-family: 'Comic Sans MS',cursive;">We are trying to get students up moving and participating in actions in order to get their attention and maintain order in the cafeteria at the end of lunches.
 * <span style="font-family: 'Comic Sans MS',cursive;">Anti-bullying workshop for teachers - makes teachers look at different situations and potential consequences for the students' states. || <span style="font-family: 'Comic Sans MS',cursive;">Vocabulary Activities and Organizers:

<span style="font-family: 'Comic Sans MS',cursive;">Summarizing Activities and Organizers <span style="font-family: 'Comic Sans MS',cursive;">Chalk Talk <span style="font-family: 'Comic Sans MS',cursive;">Think Pair/Share <span style="font-family: 'Comic Sans MS',cursive;">License Plate Summary <span style="font-family: 'Comic Sans MS',cursive;">4 Words Summary || <span style="font-family: 'Comic Sans MS',cursive;">

<span style="font-family: 'Comic Sans MS',cursive;"> <span style="font-family: 'Comic Sans MS',cursive;">[|turnaround_training_1.JPG] <span style="font-family: 'Comic Sans MS',cursive;">[|turn_around_training_2.JPG] <span style="font-family: 'Comic Sans MS',cursive;">[|turnaround_training_3.JPG] <span style="font-family: 'Comic Sans MS',cursive;">[|Hope_note_pocket_chart_1.JPG] <span style="font-family: 'Comic Sans MS',cursive;">[|Hope_note_pocket_chart_2.JPG] <span style="font-family: 'Comic Sans MS',cursive;">[|sample_hope_note.JPG]

<span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">﻿[|sample_hope_note_2.JPG]

<span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|How_do_you_feel.JPG]

<span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;"> <span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">﻿ || <span style="font-family: 'Comic Sans MS',cursive;">The challenge is to make awareness of states a part of the school culture. <span style="font-family: 'Comic Sans MS',cursive;">We cannot control what's happening in the home. <span style="font-family: 'Comic Sans MS',cursive;">It's difficult to differentiate between a mood and a state. || <span style="font-family: 'Comic Sans MS',cursive;">PEP Grant <span style="font-family: 'Comic Sans MS',cursive;">Take Ten Training <span style="font-family: 'Comic Sans MS',cursive;">Take Ten binders for grade levels <span style="font-family: 'Comic Sans MS',cursive;">[|take_ten_binders.JPG] <span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">﻿ || <span style="font-family: 'Comic Sans MS',cursive;">Some problems with morning exercises interfering with fifth grade specials. <span style="font-family: 'Comic Sans MS',cursive;">Finding time for teachers to familiarize themselves with the Take Ten Program ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Sept 28-Oct 25 reflection ||  || * <span style="font-family: 'Comic Sans MS',cursive;">We have overall awareness of states in different areas of the building. Teachers are recognizing how easy or difficult it is to change particular students' states.
 * <span style="font-family: 'Comic Sans MS',cursive;">Take Ten Activities are being implemented schoolwide.
 * <span style="font-family: 'Comic Sans MS',cursive;">HUG (Hello, Update, Goodbye) Persons meet daily with identified students || <span style="font-family: 'Comic Sans MS',cursive;">P﻿romotes positive states for learning and improving student achievement. || <span style="font-family: 'Comic Sans MS',cursive;">Making School A Moving Experience
 * <span style="font-family: 'Comic Sans MS',cursive;">Oct 26-Dec 6 prediction || <span style="font-family: 'Comic Sans MS',cursive;">Opening curtain: Arousal States and States of Healthy Concern

<span style="font-family: 'Comic Sans MS',cursive;">[|essential_questions.JPG]
 * <span style="font-family: 'Comic Sans MS',cursive;">Attention
 * <span style="font-family: 'Comic Sans MS',cursive;">Summarizing
 * <span style="font-family: 'Comic Sans MS',cursive;">Questioning || * <span style="font-family: 'Comic Sans MS',cursive;">21st Century Turn-Around Presentation (11/8/10)
 * <span style="font-family: 'Comic Sans MS',cursive;">﻿Essential questions posted in classrooms and referred to orally throughout lessons
 * <span style="font-family: 'Comic Sans MS',cursive;">Musical deadlines
 * <span style="font-family: 'Comic Sans MS',cursive;">Teach a partner (Turn to)
 * <span style="font-family: 'Comic Sans MS',cursive;">WHIPS - partnered story telling
 * <span style="font-family: 'Comic Sans MS',cursive;">Numbered Heads
 * <span style="font-family: 'Comic Sans MS',cursive;">Popsicle sticks with student names || <span style="font-family: 'Comic Sans MS',cursive;">The strategies help to keep students attention and to help students with time management, which promotes a state of healthy concern. In the classroom these things with increase good stress, improve memory and motivation. || <span style="font-family: 'Comic Sans MS',cursive;">[|Online Timer]

<span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;"> <span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|essential_questions_2.JPG]

<span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|essential_questions-GLE's.JPG]

<span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|Online Spinner] || <span style="font-family: 'Comic Sans MS',cursive;">One challenge that we continue to work on is writing good essential questions. || <span style="font-family: 'Comic Sans MS',cursive;">Memory <span style="font-family: 'Comic Sans MS',cursive;">Sequencing <span style="font-family: 'Comic Sans MS',cursive;">Cueing <span style="font-family: 'Comic Sans MS',cursive;">Graphic Organizers <span style="font-family: 'Comic Sans MS',cursive;">Thinking Maps <span style="font-family: 'Comic Sans MS',cursive;">Advance Organizers || * <span style="font-family: 'Comic Sans MS',cursive;">21st Century faculty turnaround <span style="font-family: 'Comic Sans MS',cursive;">Cafeteria routines <span style="font-family: 'Comic Sans MS',cursive;">Hallway transitions <span style="font-family: 'Comic Sans MS',cursive;">Brain breaks <span style="font-family: 'Comic Sans MS',cursive;">Cross laterals <span style="font-family: 'Comic Sans MS',cursive;">Emailed PowerPoint for teacher preview prior to meeting <span style="font-family: 'Comic Sans MS',cursive;">Sneak Peek at the Week <span style="font-family: 'Comic Sans MS',cursive;">[|transition_strategy.JPG]
 * <span style="font-family: 'Comic Sans MS',cursive;">Oct 26-Dec 6 reflection ||  || <span style="font-family: 'Comic Sans MS',cursive;">As a result of the 21st Century professional development this month, there was an incresed use of essential questions. There was an increase in the use of instructional strategies as well. || <span style="font-family: 'Comic Sans MS',cursive;">Many teachers are using the on line timer and the numbered heads and continue to use Popsicle sticks, musical deadlines and partnerships to promote student acheivement and states of healthy concern. || <span style="font-family: 'Comic Sans MS',cursive;">Samples of teacher exit tickets || <span style="font-family: 'Comic Sans MS',cursive;">In an attempt to make our essential questions stronger, we had support from the ELA cadre who reveiwed core standards and analyzed the rigor of the verbs. ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Dec 7-Jan 31 prediction || <span style="font-family: 'Comic Sans MS',cursive;">Changing scenes: States of Transition
 * <span style="font-family: 'Comic Sans MS',cursive;">Cafeteria routines and transitions
 * <span style="font-family: 'Comic Sans MS',cursive;">Hallway transitions
 * <span style="font-family: 'Comic Sans MS',cursive;">Brain breaks
 * <span style="font-family: 'Comic Sans MS',cursive;">Cross laterals
 * <span style="font-family: 'Comic Sans MS',cursive;">Classroom transitions
 * <span style="font-family: 'Comic Sans MS',cursive;">2 minute warnings
 * <span style="font-family: 'Comic Sans MS',cursive;">Pyramid game (review)
 * <span style="font-family: 'Comic Sans MS',cursive;">Skimming || <span style="font-family: 'Comic Sans MS',cursive;">All activities being implemented promote positive states of transition, which help students learn better. || <span style="font-family: 'Comic Sans MS',cursive;">Transitions in the classroom

<span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">﻿[|advance_organizer_-_KWL.JPG] || <span style="font-family: 'Comic Sans MS',cursive;">Possible challenges could be intial resistance from students or finding an appropriate transition to match the classroom dynamic. ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Dec 7-Jan 31 reflection ||  || <span style="font-family: 'Comic Sans MS',cursive;">As a result of learning about states of transition teachers have an increased awareness of different strategies for transitioning student. Teachers have incorporated many of the the examples above and have an understanding that transitions need to be done between each activity to prepare students for learning. || <span style="font-family: 'Comic Sans MS',cursive;">The teachers have begun to use advance organizers to prime students for new learning. They have continued the use of transitions, such as music, dance, stretches, and brain breaks. All of these things help make the invisible visible for our students. || <span style="font-family: 'Comic Sans MS',cursive;">[|Online Timer]

<span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;"> <span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|Gallery_walk_1.JPG]

<span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|Gallery_Walk_2.JPG] || <span style="font-family: 'Comic Sans MS',cursive;">We have not experienced challenges with incorporating states transitions. We have found the strategies to be quick and effective. || <span style="cursor: pointer; font-family: 'Comic Sans MS',cursive; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">[|King_of_the_day.jpg] || <span style="font-family: 'Comic Sans MS',cursive;">A possibe challenge could be finding ways to make sure all students are recognized so no one feels leftout. || [|video of reflection] <span style="cursor: pointer; font-family: 'Comic Sans MS',cursive; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">[|reflection_1.jpg] <span style="font-family: 'Comic Sans MS',cursive; line-height: 0px; margin: 0px; overflow-x: hidden; overflow-y: hidden; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">
 * <span style="font-family: 'Comic Sans MS',cursive;">Feb 1-Feb 28 prediction || <span style="font-family: 'Comic Sans MS',cursive;">Intermission: States of Well Being, Reflection, and Calm || * <span style="font-family: 'Comic Sans MS',cursive;">Affirmations from teacher and from peers
 * <span style="font-family: 'Comic Sans MS',cursive;">Support teams
 * <span style="font-family: 'Comic Sans MS',cursive;">Recognizing Eagles of the Week
 * <span style="font-family: 'Comic Sans MS',cursive;">Student Helpers (classroom jobs)
 * <span style="font-family: 'Comic Sans MS',cursive;">Mental Vacation
 * <span style="font-family: 'Comic Sans MS',cursive;">Reflecting in a journal using words or drawings
 * <span style="font-family: 'Comic Sans MS',cursive;">Think- pair- share
 * <span style="font-family: 'Comic Sans MS',cursive;">Awards ceremonies to acknowledge individual improvements and acheivements
 * <span style="font-family: 'Comic Sans MS',cursive;">Students giving sincere compliments to each other || <span style="font-family: 'Comic Sans MS',cursive;">All the activities are designed to increase the feeling of well being in students. Reflection is essential for processing new information and for priming students for new learning. || <span style="cursor: pointer; font-family: 'Comic Sans MS',cursive; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">[|Queen_of_the_day.jpg]
 * <span style="font-family: 'Comic Sans MS',cursive;">Feb 1-Feb 28 reflection ||  || <span style="font-family: 'Comic Sans MS',cursive;">After implementing strategies for states of well-being and reflection, students have the opportunity to process information they have just learned and mentally prepare for the next lesson. These strategies also work for teachers too! || <span style="font-family: 'Comic Sans MS',cursive;">Activities, such as affirmations, individual and class acknlowledgements, mental vacations, deep breathing and stretching, support positive changes in the brain that encourage learning and,support the idea of C.H.A.M.P.S. || [|Video of mental vacation]

<span style="cursor: pointer; font-family: 'Comic Sans MS',cursive; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">[|reflection_2.jpg] <span style="cursor: pointer; font-family: 'Comic Sans MS',cursive; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">[|reflection_3.jpg] || <span style="font-family: 'Comic Sans MS',cursive;">Teachers needed to teach students how to reflect. || [|Award_3.jpg] [|bragging_board.JPG] [|eagle_of_the_week.JPG] || <span style="font-family: 'Comic Sans MS',cursive;">Celebrating within appropriate time limits. || [|Golden_Sneaker_Award.JPG] || <span style="font-family: 'Comic Sans MS',cursive;">We found that by keeping celebrations and rewards short and simple they can still be effective. ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Mar 1-May 9 prediction ||  || * <span style="font-family: 'Comic Sans MS',cursive;">Playing songs in the classroom to celebrate learning.
 * <span style="font-family: 'Comic Sans MS',cursive;">Passing out Caught Being Good cards to students for doing well.
 * <span style="font-family: 'Comic Sans MS',cursive;">Eagle of the Week
 * <span style="font-family: 'Comic Sans MS',cursive;">Teacher and peer sincere praise
 * <span style="font-family: 'Comic Sans MS',cursive;">Award ceremonies
 * <span style="font-family: 'Comic Sans MS',cursive;">Bulletin Board Displays || <span style="font-family: 'Comic Sans MS',cursive;">Students and teachers incorporate activities to celebrate success. || [|Award_2.jpg]
 * <span style="font-family: 'Comic Sans MS',cursive;">Mar 1-May 9 reflection ||  || <span style="font-family: 'Comic Sans MS',cursive;">Having students engage in celebrations and giving rewards, has made learning fun and students and teachers feel successful! || <span style="font-family: 'Comic Sans MS',cursive;">Celebrations and rewards promote a positive state for learning. These states motivate and give students confidence to reach their goals. || [|high_flying_readers1.JPG]

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:** 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 ............................................................................................................................................................. || Lab Procedures reviewed before Science Lab Daily Schedule || Science Experiments Writing Process Using Dictionary/Thesarus Addition/Subtraction and Regrouping || Cafeteria - Breakfast and Lunch Procedures || Teaching Multiplication (e.g. criss cross method) Know place value, basic facts and understand regrouping Writing an Essay Graphic Organizers || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX ||
 * Characteristic
 * **Prioritize procedures based on certain criteria**: || Classroom Procedures
 * || Establish Routines for starting the day - entering room and getting settled.
 * || Arrival and Dismissal Procedures
 * || Retelling cards
 * <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 ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX ||
 * **Characteristic**
 * **Making the Invisible Visible**: || * mental images
 * explain your thinking
 * read it, draw it, solve it pages
 * think, pair, share ||
 * || * Reading with Meaning activities
 * RARE responses
 * Story Maps
 * Venn Diagrams
 * Semantic Maps
 * Vocabulary Maps ||
 * || * Sequencing charts
 * visualization of written materials
 * Think alouds - tell your process
 * Share with a friend - explain your thinking
 * Graphic Organizers - visuals of how you think ||
 * || * working out & explaining math problems on the overhead, white board
 * justify answers with pictures
 * "How To" pieces
 * Mnemonics, e.g. FAT-P
 * Justify answers with pictures, numbers, words and/or graphics
 * Working at Smartboard ||
 * <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. || Multiple exposures to weekly vocab. words Math Bee Priming - video Reading Series High Frequency words Amazing words Restating, rephrasing KWHL charts || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || Eagle of the Week Awards Assemblies Numbers Bee Displaying Student Work Use of Laughter and Humor Praising - compliment cards Substitue character names with class names || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || Snacks Breathing exercises Get up and trade seats with a friend Snap, clap word wall words Acting out stories, role playing || Internal memory tools forremembering new facts by associating withpreviously learned information. || mnemonics - NESW, EGBDF, FACE, Photosynthesis Dance President's Song/Civil Rights Song Rhyming - Alphabet Song Books: 30 Days Has September,Yo Millard Fillmore Visualizations - concept maps, graphic organizers Mental mapping Make up songs to content Drug Free Cheers Rhyming Books Songs with the reading series || 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. United Streaming Videos || 5. Manipulatives w/ math and reading || 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.Processing time2.Rubrics for labs, reading work and writing assignments3.Retelling cards, timelines, 10 Important Sentences4. ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Visual Cues2. Water Bottles allowed in the classroom3. Use of color4. ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Showing a movie ahead of time2. Previewing Vocabulary3. Pretests4. KWHL charts
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. walk and talk2. Stretching3. Five-Two-One Almost None "Get Moving" Activities4. Yoga, Deep Breathing Exercises
 * 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. Birthday Compliments 6. Fairytale Mail - Schoolwide Post Office 7. Positive emails to home 8. Hope Notes 9. Lunch with student 10. Stickers 11. Compliment Cards 12. Written feedback on papers || 5. Writing topics 6. Do any 5 problems 7. Choosing problem-solving strategies 8. Choice Boards 9. Reader's Workshop || 5. Point Cards 6. Go for the Green Behavior Chart 7. Identifying Educational Goals 8. Writing conferences 9. Student Conferences 10. Individual and Group Goals || 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. Principal's Hope Notes2. Happy phone calls home3. Caught Being Good4. Student of the Day
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Center Choices2. Working Alone, partner, choose partner3. Choice by Multiple Intelligences & Learning Styles4. Student Choice on Work Products
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Mentoring2. Book Buddies3. Job Chart4. Eagle of the Week5. Author's Chair6. Awards Ceremony7. Classroom Jobs8. Students helping students9. Book Club Jobs10. Cooperative Learning Roles11. "We are Family"12. Team Projects ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1.Conferencing2. NWEA Goal Forms3. Behavior Charts4. AR Goals Forms
 * 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. One class of 4th grade students participate in a 'cheer' everyday at dismissal.2. Greet students as they come in3. Kelso's choices4. 3H's: Hug, Handshake, High Five - upon arrival/departure 5. Give Me 5 6. Schoolwide clap/Quiet claps 7. Posted Schedules || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. Choice of book in book club2. Solve problems using student choice3. Choosing words for vocab. activities4. Choosing where to work (when appropriate) 5. Differentiated instruction - choices of more 'challenging' work || – Current quality artifacts representing the majority of the students is displayed. || 1. Author's Teas2. Work displayed on bulletin board3. Star Work Wall4. Drops in the bucket 5. Public praise 6. Books created from student work || – Written and/or verbal words of encouragement and reinforcement. || 1. Hit the "feel good' button when a skill is mastered2. Beans in a jar3. Caught being good4. Stickers on student work 5. Eagle of the Week 6. King/Queen of the Day || 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

current school year ||  ||   || [|Technology Quotes]
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * utilize laptop lab || classrooms & lab || classroom teachers || April ||  ||   ||
 * survey students to find out learning styles || website || Leies || March ||  ||   ||
 * cyber cafes || teacher survey || tech cadre || ongoing ||  ||   ||
 * increase # of smartboards & projectors in the classrooms || smartboards & projectors || principal & PTA || ongoing
 * set up all staff members with a google account || google website || Ennis || May 22 ||  ||   ||
 * share google doc DRWP form for feedback ||  || team leaders || ongoing ||   ||   ||
 * Discovery Education Webinars || united streaming website || leadership team || faculty meeting April 22 ||  ||   ||
 * Thinkfinity || website || leadership team || faculty meetings ||  ||   ||
 * Staff Blog || website || Leies || ongoing ||  ||   ||
 * wikis in the classroom || website ||  || May/June ||   ||   ||

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