RPES

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** new Student of the Month recogntions; || encouraging "Can Do" attitude and inspiring Hope; bringing important ideas/strategies to the forefront for teachers; continuing to build Hope ||  [|classroom] [|centers] [|goals] [|Aplus] [|dream3] [|dream2] [|dream] [|student goal1] [|student goal2] [|students of the month bulletin board]
 * 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 || grade level "welcome back" assemblies with the principal; staff recap of the Success Operating System and CHAMPS;

﻿ ||  || [|students of the month bulletin board]
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || Staff turnaround; peer buddy awareness (for teachers); PLC focus on awareness and engagement; building Hope through positive goal focus || continuing to build Champion Mindset; consciously thinking of states and changing of them; engagement strategies that can alter states || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">video of engagement strategies, pix of engagement strategies

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;"> <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;"> <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">﻿[|faculty reading bulletin board]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|faculty reading bulletin board]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|faculty reading bulletin board]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">[|PLC agenda]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: 0px; overflow: hidden;">﻿ || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">teacher buy-in, time || [|human_number_line.jpg] || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">turn-around time || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Teachers will share strategies/examples of both during PLC time each week. || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Teachers will focus on states for learning and arousal states; as well as trying Essential Questions in their classrooms. ||  || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">teacher buy-in || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">School-wide initiative of PBS marble activity. This marble activity has changed the states for learning for many students/classrooms. The school-wide buy-in is building a community. <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Reading and discussing chapters from Eric Jensen's book, Teaching with the Brain in Mind,during PLC. || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Classroom teachers, specialist teachers, and support staff are involved in changing states through Park tickets and now the marbles. Some teachers are posting and using Essential Questions to guide their instruction. <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Teachers using priming and other repetition strategies in their classroom. <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Teacher collaboration and discussion of chapters in Eric Jensen's book, Teaching with the Brain in Mind. || [|abcstretch.jpg] [|abcstretch2.jpg] [|states_exit.jpg]
 * Sept 28-Oct 25 reflection ||  || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Teachers focused on changing states. Examples were shared at PLCs. Along with Student of the Month we also have quarterly "All Star" students. Kindergarten had students select the clip art to accompany the phonics letter of the week. Creating human number lines in 4th grade. Giving cheers to students - full class involvement. || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">continuing to build Champion Mindset; the students' states affect their learning and we are focused on getting and keeping them in a state for learning; acknowledging both teacher and student efforts creats a proud/happy state; offering student choice; allowing for movement within a lesson; || [|student cheer]
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Leadership team will present the Academy's information on arousal states and EQs.
 * Oct 26-Dec 6 reflection ||  || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">The continued use of posted objectives/GLEs focused teachers and students on the day's activities and purpose.

pictures of EQs ||  || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Increased use and availability for GOs during classtime. || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">We will be focusing on fostering the states of transition. ||  ||   ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Discussion/sharing of Transition States at our January staff meeting as well as during PLC.
 * Dec 7-Jan 31 reflection ||  || <span style="color: #0f0f62; font-family: 'Comic Sans MS',cursive;">The Leadership Committee turned around the "States of Transition" at the January 10th faculty meeting. We shared the PowerPoint Presentation which reviewed the definition of transition states, as well as, the two kinds of transitions. Distributed Summarizing was used in the turnaround. Teachers wrote down a thought or new-learning 3x throughout the session and then shared with a partner at the close of the meeting.

<span style="color: #0f0f62; font-family: 'Comic Sans MS',cursive;">States of transitions follow-up discussions happened during PLC sessions following the turnaround. || <span style="color: #0f0f62; font-family: 'Comic Sans MS',cursive;">Staff are more aware of the states for learning. Recognizing states, changing states, and predicting states are now an ingrained process for the teachers. This month teachers have increased anticipation by involving students in choosing next activity, allowing for choice during independent practice time, reading/sharing the GLE and EQ for the day, and previewing the next day's or week's lessons. A Kindergarten teacher gives her students "sneak peek" goggles on Fridays and they glance ahead in the reading chart. || [|sneak_peek3.jpg] [|sneak_peek.jpg]

pictures of 4 word summaries, other summarizing

video of t-p-s ||  || [|reflectionstaff2.jpg] [|reflectionstaff3.jpg] [|reflection_staff_group_pic.JPG] ||  ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || <span style="color: #0f0f62; font-family: 'Comic Sans MS',cursive;">The Leadership Team will turnaround the information on states of well being, reflection, and calm at a February faculty meeting. Ways that classroom teachers will share how they are already fostering these states. Additional strategies will be shared and encouraged to try. || <span style="color: #0f0f62; font-family: 'Comic Sans MS',cursive;">We will see an increase of distributed practice lessons, strategies to promote well being, and ways to encourage reflection. ||  ||   ||
 * Feb 1-Feb 28 reflection ||  || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">The Building Leadership team presented the slideshow on States of Well Being and Reflection on February 7. The BLT modeled their presentation using a distributed summarizing lesson. After a few slides of new information, the team involved the rest of the staff in a summarizing/reflecting activity. Movement was also used. The team connected the activities to Processing and Sequencing. || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">The terminology "states", "well-being", "transisitions", "distributed summarizing", and "chunking". All of the new information absorbed this month supports "Processing" from "CHAMPS" very nicely. || [|reflectionstaff.jpg]
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward ||  ||   ||   ||   ||
 * 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="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">​ - specific morning routines in each classroom and for the building- specific classroom procedures for all tasks- the Writing Process- steps to follow when solving multi-step math problems- daily schedule- rules and procedures established for cafeteria, recess, assembies, arrival, and dismissal ||

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 * <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**: || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">Using the SMART Board to present interactive lessons. Students will be interacting with the Board and with the lesson. ||
 * || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">Having students use pictures and words to describe how they came to their answer. ||
 * || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">Teachers activating prior knowledge and scaffolding the lesson. ||
 * || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">Interactive group/class discussions. Using T-P-S, popsicle sticks, jigsaw, etc. to encourage participation. ||
 * || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">Explicitly reviewing solutions. ||

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 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**December:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> Memory ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Objectives:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Experience and discuss examples of Component 4, **Memory.**
 * Discuss Examples of Implementation including: Rich Repetition, Emotions, Glucose/Oxygen, and Representation.

Repeating important informationto assist the brain with upgrading rough draftsinto accurate and detailed memories. || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">1. Repeating what teacher says; directions, important facts,2. Singing phonics songs daily3. Pre-teaching vocabulary words4. KWL charts5. Pre-tests || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">1. Student of the Week/Month2. Table Captains3. Table Competition/Rewards4. PBS tickets/rewards5. Lunch Bunch to make personal connectins6. Awards Programs || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">1. Daily healthy snack of fruit2. Morning Brain and Body movement time -whole school3. Stretch Breaks || Internal memory tools forremembering new facts by associating withpreviously learned information. || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">1. FMSB for long division (find out how many, multiply, subtract, bring down) 2. My Very Excellent Memory Just Served Up Nine (Planets) for the planets in order 3. Phonics rhymes and songs 4. Concept Mapping 5. Fact rhymes - 8x8 fell on the **//__floor__//**, pick it up,you got 6**//__4__//** || Please Describe ||  || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**............................................................................ || **Examples**...................................................................................................................... ||
 * Rich Repetition:
 * Emotion:
 * Glucose/Oxygen:
 * Representation:
 * Other –

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 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**November:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> Attention ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Objectives:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Experience and discuss examples of Component 3, **Attention.**
 * Discuss Examples of Implementation including: Making Meaning, Sensory Connections, Priming, and Movement.

................................................................. || Examples ............................................................................................................................................................. || 2.Use sticky notes while reading for the students to "hold their thinking". They can jot down new information learned, connections they noticed to self, other text, and the world, or questions that they may have. 3.4. || 2. Changing their stationary environment (desk/table) when students move around the room to different learning stations. 3. 4. || 2. Listening to the Background Building cds as part of our Scott Foresman program. 3. Showing a short video clip of a content area prior to teaching about it. 4. || 2. Frequent stretch breaks. 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. || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1.Use Think-Pair-Share strategy to allow for processing, connecting, and reflecting.
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Offering a chance to move and enjoy a healthy snack.
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Pre-teaching vocabulary. Introducing/connecting/relating story words to groups of students prior tohaving them independently read in context.
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Daily Brain and Body Movement time. All students and teachers move and exercise for 5 minutes each morning to up-temp music played over the intercom.
 * Other –

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 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">**October:**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14pt;"> Hope ||
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 14pt;">Objectives:
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Experience and discuss examples of Component 2, **Hope.**
 * Discuss Examples of Implementation including: Positive Affirmations, Student Choice, Social Status, and Goal Setting.

................................................................. || Examples ............................................................................................................................................................. || 2. Student of the Month 3. Student Jobs in Classroom 4. Peer Reading Buddies 5. Members of a table/group w/in a classroom || 2. NWEA Goals 3. DIBELS 4. Behavior Contracts/Goals 5. Table/Group Goals w/in classroom6. Parent/Teacher/Student Goals Setting Conferences/Sheets || 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. || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;"> 1. Positive post-cards and phone calls home. 2. A+ cards for staff3. PBS "Park Bucks" Tickets4. Positive comments in agenda book. ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">1. Literacy Centers2. Choice of classwork and homework3. Extension and Anchor activities4. Differentiated Instruction ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;"> 1. Cooperative Learning Groups with Student Roles
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;"> 1. AR Goals
 * 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. || <span style="color: #393993; display: block; font-family: 'Comic Sans MS',cursive;">Our building has a daily ritual of reciting our building-wide Park Pride Pledge, a "can do" pledge. || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">All of our classrooms are implementing Literacy Learning Centers. Students will have choices from a set of approved activities. || – Current quality artifacts representing the majority of the students is displayed. || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;"> <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Several large display cases for students' art products. The display cases are in a large central area. 2. Each classroom has at least one student display bulletin board. The board will show examples of student work. 3. Student work displayed in hallway. || – Written and/or verbal words of encouragement and reinforcement. || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;">Use of PBS tickets, Park Bucks. Students are given Park Bucks for demonstrating appropriate behavior in the classroom, on the bus, on the playground, in the cafeteria, in the auditorium, in the hallway, and in the office. || Please Describe || <span style="color: #000080; display: block; font-family: 'Comic Sans MS',cursive;"><span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Going to implement a positive sharing initiative across the building. Faculty members will post a positive comment on displayed student work in the hallway. 2. A+ for teachers. Faculty members recognize each other and their efforts. Prizes are given to randomly drawn participants. 3. Weekly MMM (Monday Morning Memo) from principal. It highlights one staff member, shares information, recommends a useful website, and ends w/ a postive thought. ||
 * 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

Conduct Learning Style Survey for teachers || **Deliverables** || **Person** **Responsible** Jill Wheeler || **Deadline** || **Tools/Purchases** || **Costs** || [|Technology Quotes] Technology Vision Statement: All students, families, and school community will be connected through technology to ensure accountability, equal access, transparency, and equality. School staff will utilize technology to incorporate authentic learning tasks, which will emphasize higher order thinking and demonstrate the transferance of knowlege across curriculum while meeting individual students' needs. RPES Notes Page
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items**
 * Make sure all teachers have a United Streaming account. Conduct model lessons for our staff. Richard Lynch March Inservice ||  ||   ||   ||   ||   ||
 * Share a lesson or two with the faculty that utlizes United Streaming as an instructional tool; one that is differentiated based on the data; then brainstorm ways to incorporate similar ideas perhaps even one time during the marking period. ||
 * Discuss use of wikis/googles doc to post our in house school calendar, school newsletter, other ideas during an upcoming staff meeting. ||  || Leadership Team || April staff meeting ||   ||   ||
 * Explore banks of potential lesson plans that are already developed as differentiated lessons - perhaps by subject, content. ||  ||   ||   ||   ||   ||
 * Purchase technology for each grade level. ||  ||   ||   || Smartboard ||   ||