Lewis

﻿ ﻿ Lewis

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** Assemblies to promote a positive school climate. "You Make A Difference" notes || Establishing school-wide Champion Mindsets and promoting "hope"
 * 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 || Peace and Safety Patrol meetings and training sessions.

Eye to Eye strategies for conflict resolutions practiced and implemented || Champs bulletin board of CHAMP school photos Student work displayed in halls Posters reflecting Champion mindset throughout the building. "You Make A Difference" notes || The assurance that the entire building is consistant with the practice. ||
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? ||  ||   ||   ||   ||
 * Sept 28-Oct 25 reflection || In the staff meeting, the 21st Century Leadership team presented the powerpoint introducing the states and defining the importance of focusing on states of learning.

The staff was engaged in activities that allowed them to better understand the new vocabulary presented in the powerpoint, and they were able to explore some of the new vocabulary and summarizing strategies. Teachers also enjoyed acting out the various states. || Teachers are using various vocabulary activities to engage students and also help with memory. Teachers are using drawings and movement to help visualize and personalize word meanings. || A teacher contacted the 21st Century Leadership team shortly after the presentation. She realized her upcoming lesson included a vocabulary strategy presented on the handout.

We were able to capture the engagement of her students while learning new, and challenging Scott Foresman words. || This is a picture of a small group creating pictures of their new vocabulary. || As always, just finding time to try new and implement new ideas. Also, getting staff buy-in the try new activities. ||
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern ||  ||   ||   ||   ||
 * Oct 26-Dec 6 reflection || Arousal states and health concerns || * Turn around plan for faculty meeting.
 * PLC Meetings with Literacy Coach to encourage, practice, and understand EQ's.
 * Extend EQ's to activities during Specials. || * Provide teachers opportunities to collaborate and critique effective EQ's.
 * Plant Daffodils
 * Connect title I snack grant program to nutrition lessons in the classroom. || * Graphing of the taste, touch, and smell (Title 1 Snack Grant Program).
 * Effective EQ's posted in the classroom (collaboration).
 * Planted Daffodils (plant lesson). || * More time for collaboration and constructive criticism ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition ||  ||   ||   ||   ||
 * Dec 7-Jan 31 reflection || States of Transition || * Turn around presentation at faculty meeting.
 * Staff shares techniques for transition with one another. Examples include: musical breaks, engagement through physical movement, and ample warning time between lessons.
 * Morning announcements begin the day.
 * Fostering Multiple Intelligences. || * Modeling and practicing these strategies and techniques ensure that we as a staff collectively are able to identify each state and foster them appropriately.
 * Having smooth transitions decreases loss of wasted time and maximizes learning. || * Power Point from Turnaround Presentation.
 * Clearly posted daily schedules.
 * Daily expectations and objectives.
 * One of our Kindergarten teachers decided to implement transition activities on her lesson plans. || * Trying to find time not just to learn these new strategies but also to incorporate them on a daily basis. ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm ||  ||   ||   ||   ||
 * Feb 1-Feb 28 reflection || States of Well Being and Reflection || * ﻿Morning announcement which includes our daily pledge of conduct.
 * Healthy school lunch and snacks.
 * Student reward ceremonies.
 * Journaling
 * Group and individual reflection time. || * Pledging that we will all do our best builds a sense of community.
 * Healthy food provides a calming energy.
 * Student affirmations support the state of Well-being.
 * Daily use of journals to promote reflection.
 * Character education books available for check out. || * <span style="color: #00a0ff; font-family: Arial,Helvetica,sans-serif;">Student awards
 * <span style="color: #00a0ff; font-family: Arial,Helvetica,sans-serif;">Daily Journals
 * <span style="color: #00a0ff; font-family: Arial,Helvetica,sans-serif;">Lunch Menus, snack notifications
 * <span style="color: #00a0ff; font-family: Arial,Helvetica,sans-serif;">Student Success bulletin board || <span style="color: #009eff; font-family: Arial,Helvetica,sans-serif;">Getting students to reflect upon their learning regularly without consistent prompting. ||
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward ||  ||   ||   ||   ||
 * Mar 1-May 9 reflection ||  || * Classroom rewards for student academic success and acceptable behavior are established in Lewis classrooms ||   ||   ||   ||

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 ............................................................................................................................................................. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**
 * **Making the Invisible Visible**: || * Use graphic organizers to illustrate thinking or processing ||
 * || * Think alouds- teachers model their thinking while reading or problem solving
 * Think-pair-share- students turn to a buddy to explain their thinking at strategies ||
 * || * Use whiteboards to explain/share the process of completing a task
 * Use Smartboards
 * provides opportunities for student-teacher interaction
 * illustrate multiple strategies/process of completing a task
 * Encourage multiple answers or ways of finding the correct answer ||
 * || * Mnemonics- give students mnemonics, as well as encourage students to create their on mnemonics ||
 * || * Encourage answers to be given in varying formats (numbers, words, pictures, etc.) ||

||
 * <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 exposure of new vocabulary The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || * AR The process of encoding andretrieving memories is dependent upon glucose andoxygen. || * Healthy snacks Internal memory tools forremembering new facts by associating withpreviously learned information. || * Graphic organizers Please Describe ||  || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**............................................................................ || **Examples**...................................................................................................................... ||
 * Rich Repetition:
 * Use United Streaming to activate prior knowledge
 * Scaffolding
 * Using the writing process to scaffold ||
 * Emotion:
 * Stars of the Week
 * Competitive Games
 * Use timers to encourage increased fluency ||
 * Glucose/Oxygen:
 * TPR (totally physical response)
 * Moving with sight words
 * Tai Chi ||
 * Representation:
 * Video clips to develop concepts
 * Mnemonics
 * Make up songs to content ||
 * 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 ............................................................................................................................................................. || 4. Healthy snack breaks || 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. QAR- Higher order questioning2. Reciprocal teaching3. Graphic organizers-4. Pre/Post reading journal entries ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Color, sound, and motion to highlight key words, color code sorts2. Tactile activities with letters, words, and other manipulatives3. Instructional technology to integrate color, sound, motion into lesson content
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Direct instruction in Vocabulary- using pictures, sorts, scenarios, online resources like study stacks, quia, jeopardy2. KWL- to help students identify what they already know and develop questions about what they will learn3. United Streaming/Field Trips4. Realia-bringing in objects for students to better understand new concepts ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. TPR- Total Physical Response to act out vocabulary or concepts2. Brain Breaks- balancing intervals to vary activities to maximize student attention3. Manipulatives4. Allowing students to move and change postures while working ||
 * 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.The implementation of the school-wide Accelerated Reader accomplishment board for those students who receive 100% on their reading quiz. These students are also recognized at the end of the school day over the intercom.2. The safety patrol is often praised for doing an excellent job throughout the school building, and for being a positive role model.3.Students are encouraged to perform at the best of their abilities and are motivated by the use of various rewards (ie. certificates, pencils, small classroom celebrations).4. ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Students are given the opportunity to participate in extra curricular activities (ie .art club, choir, etc.) based on their behavior and/or academic standing.2. Lewis students are given the opportunity to participate in real-life conflict-resolution situations, implementing the "Eye to Eye" conflict-resolution strategy.3. Students are being trained as mediators to facilitate peer discussions during the use of the "Eye to Eye" strategy.4. Teachers are implementing learning centers as a means to provide choice within the classrooms. ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Lewis' safety patrol create bullentin boards focusing on safety awareness and non-violence, which can be seen in various areas of the building.2. The green team focuses on recycling cardboard boxes and plastic items, which they collect throughout the building of which the properly dispose. Also, this team creates bullentin boards in order to promote a "green mindset".3. Some grades highlight student achievement/behavior by honoring selcect students to be Students of the Month/Week. This allows all of the students to see their peers as models for learning.4. ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Using the individual instructional needs reports from the following: DSTP and AYP, NWEA MAP.2. Students remain or move to Tier I for continued academic enrichment and challenge.3. Students conference with their teachers to set goals for improvement on the MAP test for Winter and Spring.4. ||
 * Other –

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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

................................................................. || Examples ............................................................................................................................................................. || – Build community. They are 100% predictable, simple to do, engage everyone, solve a recurring problem, & always end in a positive state. || 1. Teachers Introduce the students to interesting books and encourage them share its contents with their classmates (ie. ways the book interested them most) orally and in writing.2. The teachers explicitly teach students how to provide constructive criticism and how to use a rubric to rate other students' writing and detailed information.3. There are strategies that are practiced by staff and students for conflict resolution and anti bullying issues, for example the "I to I" framework.4. The whole school recites the Pledge of Conduct each morning stressing the norms for behavior in our school and emphasizing respect for the whole community. || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. In various grades, students are rewarded with certificates and pencils each month for making good choices about their behavior and progress in academics.2. Students that demonstrate respect for the Lewis community are given the opportunity to lead the Lewis Pledge of Conduct at the conclusion of the morning announcements.3.4. || – Current quality artifacts representing the majority of the students is displayed. || 1. Lewis teachers poudly display student classwork in the classrooms and in the halls.2. The Art teacher displays student art projects in the school show case and in the hallway area of the art room.3.4. || – Written and/or verbal words of encouragement and reinforcement. || 1. Positive posters displaying the "Can Do" message (Tú Puedes) can be seen in different areas of our school.2. Lewis students are consistently encouraged to continue demonstrating good behavior and academic progress and/or success by written comments on school work and/or in their agenda books.3. Our students are always orally "praised" as a way to reinforcement positive behavior and academic progress.4. || Please Describe || 1. School assemblies have been scheduled (The YoJo Show and The YoYo Show) to encourage and reinforce academic success and deter bullying.2. "Girls On the Run" is a current after school program for 5th grade girls that promotes self esteem, academics, and positive behavior.3. "The Safety Patrol" show cases our students that are exemplary in conduct and/or academics. They are given certain responsibilities to help teachers and the principal control unwanted behavior in the halls, stairwells, cafeteria, and front of the building before and after school. The Safety Patrol members are also trained in conflict resolution and anti-bullying strategies. 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

Technology Vision Statement

Lewis Teachers, Students, and Administrators will be introduced to and knowledgable of various Technological Skills that will facilitate the learning experience.

Teachers and Administrators will use a variety of technology tools to perform daily record keeping tasks, for researching curricular ideas, producing interactive and multisensory lessons and performance tasks, as well as for accessing and analyzing student performance and achievement data.

Students will use a variety of technology tools to solve various authentic tasks, collaborate with other learners in their class, across the school community, and across the world for producing documents to showcase and share learning, to expand the borders of the classroom with virtual field trips and other simulations.

Lewis Teachers and Administrators will continue to discover and learn new technological concepts that will further enhance professional practice and effectiveness. || Lewis


 * **GOAL** |||||| Make staff aware of thier personal learning styles and those of thier students. Provide PD to staff regarding differentiate instruction according to students' learning styles. ||  ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * At next staff meeting discuss and administer the learning styles survey. Teachers will sort examples of lesson activities into the different modalities. || Abiators Online Learning Styles Inventory || BLT || April 6th ||  ||   ||
 * In technology class, administer the learning styles survey to the students at varying grade levels. || Abiators Online Learning Styles Inventory || Amy O'Neill || End of May ||  ||   ||
 * Demonstrate a sample of a choice board at a staff meeting. || Choice Board TBD || BLT || May 4th ||  ||   ||
 * Introduce technology resources to support differentiated instruction at a staff meeting.

Look into sending Tech Teacher to receive PD for thinkfinity.com, person will bring back training for the staff. || Using Thinkfinity resources in lesson planning and interactive resources for students

Field Trainer Certification will allow to train staff || BLT

BLT and Tech

Amy

Tech || May curriculum meeting TBA

became thinkfinity field trainer Apr. 20 ||  ||   ||   ||
 * 21st Century Leadership Academy in Schoolnet ||  ||   ||   ||   ||   ||
 * Tech teacher will conduct a training session to familiarize the staff with the resources available in Thinkfinity || Staff will ||  ||   ||   ||   ||
 * How can 21st Century Leaders develop and deliver assessments to identify needs? || Use the software and resources available with SMART notebook software to develop assessments that include Higher order thinking, engaging the students, authentic assessments, using technology tools.

Use the data from the assessments to identify successes and areas needing improvement.

And use strategies that were effective. ||  ||   ||   ||   || [|Technology Quotes]

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