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To read more content about does the diet solution program work yahoo then visit **[|the diet solution blogs]**.Linden Hill 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** presented to staff. || Overloaded with start of the year information as well as DCAS. Staff have many concerns that they must monitor at the same time. || Summarizing information Use of Chalk Talk helps students summarize information. || || Getting staff to gain an interest in the topic. Faculty meeting held at the end of workday. Limited on time at faculty meeting for amount of information needed ot be provided. || Seat change for the day. || Attention Arousal keeps students awake and not falling into a routine. We attempt to create a feeling of curiosity in our students. Pairing activity is great for keeping students guessing. Influences the attention the students give during the day. || || Peers have report cards and grades due at the time of our presentation. HAving issues with posting pictures also on the WIKI for evidence. || Also, students and teachers motivated by Star Staff Members Board. Once got going, staff showed interest. ||  ||   ||   || Used the idea of an Advanced Organizer passing out one for the meeting. Also shared information about set up of Wiki. Use of Take 10 program for transition. || Memory and Sequence Using graphic organizers prepares the mind for what will be retained. It is part of the sequence. Take 10 provides a physical fitness activity which can be used as a transition. Also to movement creates oxygen to the brain as emphasized last year. ||   || Teachers are loaded down with work that is required to be done. Optional work can easily put on the backburner. || Wiki, especially with visual documentation as to what is going on in the class. Are the ideas being presented used in class. ||  ||   ||   || Use of calming music as a cue after recess 5th Grade sings National Anthem to reflect on sacrifices made by our military families. || Sequence These activities create a moment when students can reflect back to what they have been learning. Reviewing information and experiences is important during the day. ||  ||   || Also had teachers share ideas regarding celebration and reward. Happy Calls (3rd Grade) Compliment Chain Pride Day Walk Student of the Week (Story w/ Principal) Odyssey Team sent to Nationals Chorus and Band perfomances Girls on the Run (5K participation) || Hope and Champion Mindset Celebration is of course needed for a feeling of success. Students, as well as staff, are in need of positive affirmation. || || Time! Presented to faculty meeting after school. HAr to keep interest with teachers when presenting, although they were very receptive. Controlling class after celebration can be a challenge. ||
 * 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  || Met with staff and reviewed the idea of CHAMPS. Showed video created CHAMPS song. CHAMPS cards for teachers who are doing good for other staff members. || Reviews the ideas of CHAMPS || CHAMPS cards
 * Sept 28-Oct 25 prediction ||  Overture: What are States? Why Bother?  || Turn around presentation at faculty meeting. Demonstrated activities including Chalk Talk and one vocabulary skill (acting out states). Some teachers have applied to classroom activities. || Vocabulary
 * Sept 28-Oct 25 reflection ||   || Chalk Talk teachers seemed generally interested. Had to discuss how this could be applied to younger grades. ||   ||   ||   ||
 * Oct 26-Dec 6 prediction ||  Opening curtain: Arousal States and States of Healthy Concern  || Turn Around presentation completed. Started with staff in hallway pairing up to create a feeling of arousal. Also had teachers rate Essential Questions. Created a Star Staff Member Bulletin Board to create arousal with students.
 * Oct 26-Dec 6 reflection ||   || Teachers very receptive of activity (Rating E.Q.)
 * Dec 7-Jan 31 prediction ||  Changing scenes: States of Transition  || Shared information with staff.
 * Dec 7-Jan 31 reflection ||   || Would like to see more input and participation in creating the
 * Feb 1-Feb 28 prediction ||  Intermission: States of Well Being, Reflection, and Calm  || Use of DEAR Time after recess.
 * Feb 1-Feb 28 reflection ||   ||   ||   ||   ||   ||
 * Mar 1-May 9 prediction ||  Curtain Call: States of Celebration and Reward  || Presented information at faculty meeting. Gallery Walk
 * Mar 1-May 9 reflection ||   || Teachers very receptive to sharing ideas. Went over on time due to the sharing of ideas. ||   || [[image:redclay-wiki/Picture_004.jpg width="347" height="200" align="center" caption="Creating ideas before the Gallery Walk"]] ||   ||

 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**

fire drill procedures. || ending sentence using a sequence of events. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic ................................................................. || Examples ............................................................................................................................................................. ||
 * **Prioritize procedures based on certain criteria**: || Sequencing Centers using cards from the anthologies. Students read story and retell using cards at center. ||
 * || Sequencing used in daily routines in younger graded. Important in emergency routines like lockdown procedures and
 * || Use of interactive time lines found on internet sites. Particularly used with Patricia Beatty books regarding Civil War. Link used can be found at www.tunaruna/civilwar ||
 * || Yearlong sequencing done in art. Isolate skills and vocab then revisit skills and vocabulary in a different media. ||
 * || How Did I Get Here activity. Start students off with an ending sentence of a story. Students must give sequence of how writer arrived at the

||
 * **January 2010:** **Processing** ||
 * Objectives:
 * Experience and discuss examples of Component 5, **Processing**
 * Discuss Examples of Implementation: Making the Invisible Visible

These can be found by visiting NCTM website. || concepts in math and science. || problem as a sample to look at. Also look at other student samples provided online. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic** ................................................................. || Examples ............................................................................................................................................................. ||
 * **Making the Invisible Visible**: || Students use whiteboards at tables and work on solutions to problems as a group. ||
 * || Students in grades 4-5 use online math manipulatives. These are especially good when discussing the idea of regrouping.
 * || Students create picture dictionaries to substitute for a word definition. These are especially helpful for retaining difficult definitions and
 * || Use of DSTP item samples. Students complete and then there process is analyzed on overheads if they are willing to volunteer their
 * || Use of math graphic organizer in order to check your process. Graphic organizer provided by Ellison at previous district workshop. ||

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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.

Priming - Reviewing Prior Vocabulary Prior Knowledge Activation - Posting picture dictionaries / Warm up discussions || Prasing - Happy Calls to parents at night / Student of Week / BIrthday in Cafeteria Being Featured - Work posted in halls / Happy calls to parents || Movement - Rotate bad weather recess outside / Schedule lunch and specials so students are not sitting for long periods of time / Out of desk games and activities / Phys Ed Club || Movement used to connect information Use of senses when practicing descriptive writing Graphic organizers when prewriting. Use of United Streaming for concept videos. || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**............................................................................ || **Examples**...................................................................................................................... ||
 * Rich Repetition: Repeating important informationto assist the brain with upgrading rough draftsinto accurate and detailed memories. || Pre-exposure - Using KWL Charts / Making Predictions before reading
 * Emotion: The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || Competitiion - Use of games in class
 * Glucose/Oxygen: The process of encoding andretrieving memories is dependent upon glucose andoxygen. || Diet - Bottled water allowed in class / Snacks allowed at certain times
 * Representation: Internal memory tools forremembering new facts by associating withpreviously learned information. || Using music to stimulate learning (School House Rock / Punctuation Rap)
 * Other – Please Describe ||  ||

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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.

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 * Characteristic ................................................................. || Examples ............................................................................................................................................................. ||
 * **Making Meaning:** The ability to process new information internally, make connections to prior knowledge, and reflect on new information. || 1.Students have chances to share connections before a story.2.Students are asked to repeat directions back to the teacher.3.Creating a word wallet to collect words that interest you.4. ||
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Asking "What does it look like when..." or "What does it sound like..."2. Singing directions to show understaning3.Using a flashlight to read big books, focusing on words.4. Using colored chalk when instructing. ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Use a story related prop to stimulate interest in a story.2. List predictions and skim a book for clues about a story.3. Post shcedule on the board with activities for the day.4. Let children know what to expect when something will happen in the class. ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Use games in class that get students out of their seat.2. Hop to spelling. Have students hop when they come across vowels in a word.3. Pride Day exercises once a month to celebrate school spirit.4. Acting out concepts (Pretending to be a solid / liquid / gas molecule) ||
 * Other – Please Describe || 1.2.3. 4. ||

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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.

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 ................................................................. || Examples ............................................................................................................................................................. ||
 * **Positive Affirmations:** communicate highexpectations, utilize simple accommodations, and foster a feeling of well-being for all students. || 1.2.3.4. ||
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1.2.3.4. ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1.2.3.4. ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1.2.3.4. ||
 * Other – Please Describe || 1.2.3. 4. ||
 * <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


 * Characteristic ................................................................. || Examples ............................................................................................................................................................. ||
 * Rituals – Build community. They are 100% predictable, simple to do, engage everyone, solve a recurring problem, & always end in a positive state. || 1.Pride Day celebrated school wide each month2. Singing school song once a month as a part of Pride Day3. Students of Week called down to the office and read to by Principal4. Walkathon / StoryBook Character Day and other events. Very well supported by the PTA ||
 * Student Choice – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1.Center lead teaching in lower grades allows choice in activities with students2.Journaling in upper grades allows choice in applying key skills to their personal reading.3. Group activities that allow partner selection when participating4. ||
 * Student Work – Current quality artifacts representing the majority of the students is displayed. || 1. Art teacher displays student in major traffic areas (Cafeteria / Main Lobby)2. Student lead effort to paint shed to prevent repeated grafitti problem.3. Work displayed outside classrooms through out the school.4. Friendship quilt made by a class to reinforce and remind students about positive social skills. ||
 * “Can Do” Comments and Communications – Written and/or verbal words of encouragement and reinforcement. || 1. Class book created by classmates to promote positive comments for certain student of the week2 .Happy Calls made by teacher to a student at home to share positive behavior3. Publishing parties held when finished a piece. Students rotate and leave positive comments on a sheet after reading a writing piece.4. Champs cards filled out by others when Champion Mindset is demonstrated by faculty. Cards are left in box as a compliment. ||
 * Other – Please Describe || 1.2.3. 4. ||

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 14pt;">2008-2009

learning style. Also staff will gain exposure to __One Click at a Time Classroom__. Teachers can also comment using blog. || K-5 Staff || Leadership Team || Teachers will conduct survey on March 6th during 30 minute training session during the afternoon. ||  ||   || [|Technology Quotes]
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * Staff will participate in online survey to determine
 * Staff will gain exposure to Thinkfinity / Discovery Education / Google Docs information during after school faculty meeting. Staff will have a chance to explore Thinfinity using school computer labs during this time. Google Docs is already up and running using our school web page and teacher collaborated pages. Many are also using Discovery Education and team is working to insure that all have passwords needed. || K-5 staff || Leadership Team || Teachers completed tasks during faculty meeting on 4/8. Seesion lasted approx. 45min. ||  ||   ||

Linden Hill Notes Page

Thinkability is a portal for information which fine tunes your search for instructional information. It is grade level specific, content specific, resource specific, etc. It is much like Marco Polo and Nettrekker.

Some of the resources include lesson plans, cross curricular integration activities, interactive resources, assessments, etc.

It is offered through Verizon- so wait time is not long at all.

This site ihas broad implications beyond teacher use. It is also available at home for children to use- literacy network is very good for beginning readers, educational tips available for parents as well- good at conference time