Stanton

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** || * Laminator out of film staff portrays the state - staff wall media type="custom" key="8958166" || * Not enough time to fully develop our presentation between the leadership academy and the staff presentation || media type="custom" key="8651026" align="center" || * Too much going on this month - parent conferences, DCAS testing || media type="custom" key="8958328" || * Time to accomplish everything required during the day || || * The video needs to be posted in a more timely manner || * Rushed the presentation || * Advisory teachers presented High School Transition PowerPoint
 * 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 || * Back to School Night
 * PBS assembly
 * Pep rally
 * Faculty meeting
 * Denim Day || * Building community and a sense of belonging
 * Falcon Four tickets || * Positive posters throughout the school
 * Falcon Four ticket drawings
 * Faculty meeting agenda
 * PD agenda - Cultural differences
 * Poster maker out of paper
 * Time to meet as a committee
 * Change in leadership ||
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || * Staff turnaround on 10/11
 * Discuss states - what are they and how they affect learning || * Staff awareness || * Handouts
 * Take candid photos -
 * Sept 28-Oct 25 reflection ||  || * Spirit Week
 * School Dance
 * BPA Convention
 * Halloween grams
 * ATT Presentaion || * Promoted students state of belonging/attitude
 * School pride
 * Promoting camaraderie
 * Anticipation of new program || * Vocabulary activites in 7th grade ELA
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || * Introduce and model instructional arousal activities
 * Twice a month recognize students who will be honored as students of the week
 * Winter sports try outs
 * PBS field trip by grade || * Using EQ's to address instructional needs
 * Creating a positive forum for student recognition
 * Makes students accountable as student athletes
 * Builds grade level team spirit || * Photos of activities in the classrooms
 * Certificate, special privileges at lunch, photo posted on a large bulletin board at the front of the school
 * Keep a daily progress report to give to coaches and dress up on game days
 * PBS incentive
 * Oct 26-Dec 6 reflection ||  || * Students have received certificates and names posted on a special bulletin board
 * Students attended a "School is Cool" pep rally.
 * Winter teams were chosen. || * Promoted student "arousal" - excitement about being chosen
 * Student athletes are held to high standards - weekly progress reports
 * Staff received additional suggestions about effective EQ's from the ist teacher || * Enclosed showcase located in the front lobby
 * Dance sponsored by the athletic department
 * Teacher evaluations
 * Need more time to work in a group ||
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || * High School Advisory
 * Turn around meeting
 * Try some transitional activities || * Preparation for High School
 * Staff engages in transitional activities || * Advisory teachers presented HS Transition PowerPoint
 * Not enough time to practice ||
 * Dec 7-Jan 31 reflection ||  || * A+ Staff
 * Students caught
 * Red- Handed
 * PBS monthly movie
 * Spirit Day || [[image:IMG_0013.JPG width="259" height="267"]]

|| * Should have waited until January || * Lack of motivation ||
 * Technical difficulty ||
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || * State of anticipation - Valentine Treats, Valentines at Staff Mtg
 * Refelction: Share what did over President's Weekend by journaling and drawling || * Teachers reflected on student improvement for Student of the Week
 * [[image:IMG_0077.JPG width="236" height="226" align="left"]] || [[image:IMG_0115.JPG width="303" height="359"]] || * Weather contingency affected activities ||
 * Feb 1-Feb 28 reflection ||  || * Ski Trip - PBS
 * Service Club || * Well Being Recognition || [[image:IMG_0014.JPG width="287" height="252" caption="Do Now Transition Activity"]]
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward || * Pep Ralley - Winter Sports
 * PBS Movie
 * PBS Assembly
 * Spirit Week
 * Week of Charity
 * Presented at staff mtg

|| * Student Recognition
 * Positive Behavior
 * Refresher of Expectations and Rewards
 * Stanton Pride
 * Community Outreach
 * Getting ready for end of year celebrations || * Winter Sports Pictures
 * Pictures of students
 * Outstanding participants were invited to the pep rally

media type="custom" key="8843946"

|| * Poor behavior media type="custom" key="8959100" || * Lack of participation
 * How to recognize different students ||
 * Mar 1-May 9 reflection ||  || * Homeroom attendance incentive
 * Spring Sports Pep Rally
 * Library - March Madness
 * Adivisory - birthdays
 * Kickball Tournament || * Attendance increasing
 * Recognizing and celebration birthdays
 * Celebrating athletes
 * Praisingstudent || * Homeroom donut reward
 * Students give reminders
 * Students play teachers at pep rally
 * Limited amount of teacher buy-in
 * The wikis is difficult to work with ||

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 ............................................................................................................................................................. || Using reading strategies for connections (text to text, text to self, and/or text to world) Draw a picture or act out the answer || Using hands-on activities Using think-pair-share strategy Students teaching students Using exit cards Using rubrics (nothing to speculate about what is expected) || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**
 * **Making the Invisible Visible**: || Teachers modeling the process ||
 * || Using think alouds when answering a question
 * || Using multimedia presentations

||
 * <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. || * Teaching highlighting skills The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || * Praising students The process of encoding andretrieving memories is dependent upon glucose andoxygen. || * Breakfast provided Internal memory tools forremembering new facts by associating withpreviously learned information. || * Mnemonics Please Describe ||  || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**............................................................................ || **Examples**...................................................................................................................... ||
 * Rich Repetition:
 * Journals
 * Anchor activities
 * Using United Streaming
 * Relating text to self and test to world
 * Meet the Challenge, Too activities ||
 * Emotion:
 * Having warm, inviting classrooms
 * Display student work in classrooms, hallways, showcases
 * Mentoring
 * PBS connections
 * Using humor
 * Falcon Club
 * Learning games ||
 * Glucose/Oxygen:
 * Water breaks
 * Stretching
 * DSTP snacks provided
 * Taking classroom outdoors ||
 * Representation:
 * Classroom decorations (word walls, content posters)
 * Use of technology - multimedia presentations ||
 * 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. Enrichment 6. Journals 7. Student-created presentations || 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 Rubrics2. Graphic organizers3. Current events4. Meet the Challenge, Too
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. After school snacks2. Ice cream treats for rewards3. Highlighting text4. Listening to music in art class5. Music class6. Colorful banners on the exterior of the building, hallways and classrooms7. Manipulatives8. Smithsonian kits ||
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Guest speakers - social studies, health, business2. United Streaming video3. Meet the Challenge, Too4. Do Nows ||
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Interactive whiteboards2. Fitness Gram testing3. PBS rewards4. Group projects ||
 * 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 ............................................................................................................................................................. || 12. Use of Alert Now || 2. SSP and individual Goal Setting 3. R<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">eview assessment data - MTC, Too 4. NWEA 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. Falcon Four Cards2. Morning and afternoon announcements3. PBS Incentives4. Greet students cheerfully as students enter the building5. At lunch duty, asking students how their day is going6. End of year celebrations7. Attending sporting events and other student functions in order to praise all participants.8. PEP Rally for each sporting season9. Use of the term "Stanton Community"10. Newsletter11. Motivational posters and banner throughout the school
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Students can choose from a menu of daily activities2. Problem-solving with students3. Differentiated assignments4. Anchoring activities ||
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Showcasing student work in the classroom and halls2. Honor table at lunches3. Falcon Club4. Sports/Clubs ||
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1.Accelerated Reader goals
 * 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. Walk on the right2.Spirit Week for every sports season3.School-wide PBS kick off inititatives for classroom and cafeteria rituals4. Pep Rally for Fall sports || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. Choose from a menu of anchoring activities2. Choices to "cash in" on earned PBS tickets3. SSP development4. || – Current quality artifacts representing the majority of the students is displayed. || 1.Monthly content area usage of front lobby display cases to display students work in particular grade level or content area2. Walls outside classroom displaying current student work3.Purchase of cork roll to enable students work to be displayed 4. Falcon Club showcase || – Written and/or verbal words of encouragement and reinforcement. || 1. Falcon Four tickets were given out to students for various purposes. 2. A student with extremely poor motivation told his teacher he was buying into PBS when he saw the PBS Cart with tangibles that can be purchased with tickets.3. Principal's morning reading walks. Principal visits several rooms in AM to discuss what students are reading4. Alert Now messages from Principal 5. Student participation during Spirit week 6. Student response for "PBS cash in" for VIp lunch table and Pretzel incentive || Please Describe || 1.Falcon Club2.PBS school-wide incentives (new incentives every month) 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

Stanton’s Technology Vision Statement Stanton will focus professional development and technology integrations through training and use of interactive whiteboards to increase student engagement and academic achievement for the school year 2009-2010. Faculty will focus on the use of the web resource, Thinkfinity.org and interactive programs to use with whiteboards..

classes functioning || finish the installation of ceiling mounts and power || Technology in conjunction with administration. || Complete || four mother boards/ upgrade to current versions of Webster and Polyvision drivers misc. parts || 2500.00 || so that at minimum 2 function in eash classroom. || determine functioning and damaged computers in the building. || Classroom teacher, district technician || 8/25/2009 || district ||  || Using Thinkfinity, Google Docs, The New Discovery Learning as an alternative strategy to accommodate students needing academic, and possible behavioral interventions [|Technology Quotes]
 * **GOAL** |||||| Infuse the existing technology into classroom instruction. ||  ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * poly boards in sped
 * Update and Repair student computers
 * use of Lap-top cart on both floors of the building || Cart and latops imaged for use. || Technology department || Completed || district ||  ||
 * Calbe in classroom and our audion. || New wiring and hardware || Shun and John and Administration || Completed || Stanton and district staff || 350.00 ||

Stanton Notes Pagemedia type="custom" key="8741484"