Highlands

Highlands

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** Welcome Back Letter Newsletter || Provides strategies to increase hope in our students Shared Attention-getting strategies || Book Study - Tools for Engagement by Eric Jensen [|Principal's message]
 * 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 || Faculty Meeting

"Class" "Yes" media type="file" key="Class attention getter.WMV" width="493" height="470" exit tickets posters smart board print-outs newsletters || scheduling conflicts Environment sets negative learning states || Newsletter website || Summarizing activities Vocabulary strategies || Chalk talk exit tickets || Teacher buy-in motivation || Using Web Resources media type="file" key="Web vocabulary.WMV" width="512" height="447" Smart Board Vocabulay Activities ||  || PLC's || Present EQ turnaround Discuss what EQ's are and how to effectively use in instruction || Exit tickets rewritten EQs || Balancing EQ's & GLE's Teacher time || Morning Greetings media type="file" key="Morning greeting.WMV" width="449" height="412" ||  || Graphic & Advance Organizers Kidspiration Take 10 at 10 || Varying stragtegies to address transitions || Exit tickets Graphic Organizers ||  || media type="file" key="Highlands Clap.WMV" width="444" height="449" 10 at 10 media type="file" key="10 at 10.WMV" width="459" height="421" Kidspiration - Graphic Organizers ||  || Reflections during groups Closure Community meetings || Examples of reflections and states of well-being || Copies of journals videos of morning meetings ||  || media type="file" key="Reflecting on lesson.WMV" width="455" height="385" ||  || media type="file" key="all star game.WMV" width="427" height="434" Kiss Your Brain! media type="file" key="Kiss Your Brain 2.WMV" width="452" height="400" High Five ||  ||
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || Faculty meeting
 * Sept 28-Oct 25 reflection ||  ||   ||   || Where the Wild Things Are
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || Faculty Meeting
 * Oct 26-Dec 6 reflection ||  ||   ||   || Mr Farr greeting students
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || Highlands Clap
 * Dec 7-Jan 31 reflection ||  ||   ||   || Highlands Clap - Attention Getting
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || Journaling
 * Feb 1-Feb 28 reflection ||  ||   ||   || Reflecting on on how lesson went
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward ||  ||   ||   ||   ||
 * Mar 1-May 9 reflection ||  ||   ||   || RBA All-Stars

C.H.A.M.P.S. - Examples of Implementation Leadership Academy 2009 -2010 **Essential Question:** How can each learner’s Academic Success Operating System be built, supported and influenced? ||
 * **March 2010:** **Sequencing** ||
 * Objectives:
 * Experience and discuss examples of Component 6, **Sequencing**
 * Discuss Examples of Implementation: **Analyze Characteristics**

................................................................. || Examples ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX ||
 * Characteristic
 * **Prioritize procedures based on certain criteria**: ||  ||
 * **January 2010:** **Processing** ||
 * Objectives:
 * Experience and discuss examples of Component 5, **Processing**
 * Discuss Examples of Implementation: Making the Invisible Visible

................................................................. || Examples ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX ||
 * **Characteristic**
 * **Making the Invisible Visible**: || Using the SMARTboard to share solutions ||
 * || Using hand-held white boards so all students can share ideas ||
 * || Student centered discussions/students leading discussions ||
 * || Using open-ended problems with multiple solutions ||
 * || Grouping strategies - at least once/day to eithre Think Pair Share or team problem solving ||
 * **December:** 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. || # Priming with United Streaming The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || # Students greeted by name several times before they enter their homeroom every morning || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || # Snacks provided to prevent low sugar levels Internal memory tools forremembering new facts by associating withpreviously learned information. || # Frayer model used to teach vocabulary Please Describe ||  || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**............................................................................ || **Examples**...................................................................................................................... ||
 * Rich Repetition:
 * 1) Trailblazers spiraling curriculum
 * 2) Signs in the hallway ||
 * Emotion:
 * 1) Individual mentors for students who need extra support
 * 2) Quarterly academic and behavior awards
 * 3) After school activities to promote community
 * Glucose/Oxygen:
 * 1) Nemours Project - movement & exercise program
 * 2) Breakfast provided ||
 * Representation:
 * 1) Graphic organizers use to group information
 * 2) Inspiration & Kidspiration used to begin projects ||
 * 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. Reading Basketball Association || 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.Using rubrics across the curriculum areas2. Using Discovery Education media to introduce topics3. Using Flips n' Flops to link to websites that introduce content and reinforce ideas4. ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Snack breaks2. teaching highlighting skills3. using learning centers kindergarten through fifth grade4. ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Picture walks to introduce new books2.Vocabularty review before reading3.KWL charts4. Using discovery education to introduce new topics ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Trailblazers manipulatives2.Smithsonian science kits3.Interactive white boards4. Walking book club
 * 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 ............................................................................................................................................................. || 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.Power Paws2. Positive phone calls home3. Monthly recognition awards4. Staff A+ cards with weekly drawing ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Choice boards2. Variety of after-school activities3.Learning centers4. Flips n' Flops website choices ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Student of the week2.S. O. W. books3.Creative Mentoring4. Morning Homework Club ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Rubrics2. NWEA goal forms3. Accelerated Reader goals4. Point Cards ||
 * 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. All teachers greet all students at the door every morning2.Student of the Week3.Earning Golden Awards from Specials4. Earning Power Paws for redemption || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. Power Paw redemption allows choice of rewards2. Various after school activities3. School job opportunities such as school store, safety patrol, and school bank4. Various links pertaining to the same content available on Flips n' Flops || – Current quality artifacts representing the majority of the students is displayed. || 1. Artwork representing geometry study in the hall2. Monthly bulletin boards3. Hallways outside of classes 4. || – Written and/or verbal words of encouragement and reinforcement. || 1. A+ staff cards2. Class Paws3. Morning Message4. || 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

VISION STATEMENT We believe all students should be prepared for the 21st century global community. Through collaboration with students, teachers, and the community, technology will be integrated in all areas of instruction. Students should have access to the most current, cutting edge technology tools that support 21st century skills. Additionally, teachers need access to just-in-time, on going professional development paired with opportunities for feedback and collaboration.

Included in these tools are one to one computer access, smartboards, 2Know responders, and digital imaging tools.

[|Technology Quotes]
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Smartboards, Elmo's, airliners || inservice training || district tech coach || july 2009 ||  ||   ||
 * model differentiated technology lessons || inservice training || district TOSA || july 2009 ||  ||   ||
 * professional learning communities || inservice/curriculum meetings || variety of classroom teachers || august 2009 ||  ||   ||
 * Discovery Education - New Features || Powerpoint || Bob Farr || April 1st Faculty Meeting ||  ||   ||
 * School-wide collaborative Calendars || Google/wiki || Kathy & Stella || April 22nd Curriculum Meeting ||  ||   ||
 * **__April 27th__** ||  ||   ||   ||   ||   ||
 * 2Know Responder || Purchase with tech funds || Kelly Graybill || October Funding ||  ||   ||
 * Smartboard Training || Ongoing || Vicki Green/Stella Evans ||  ||   ||   ||
 * Data Day ||  || Kathy Gormley || June 1st & 10th ||   ||   ||
 * LoTi || Ongoing || Vicki Green/Stella Evans || 2009 & 2010 LoTi Classroom Participation ||  ||   ||

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