Skyline

Skyline 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** [|Word_Choice_Summarization.JPG] [|Voice_Summarization.JPG] [|Organization_Summarization.JPG] [|Conventions_Summarization.JPG] [|6_Writing_Traits_3.JPG] [|6_Writing_Traits_2.JPG] [|6_Writing_Traits.JPG] [|Creating_Active_Reading_Strategies_Booklets.jpg] [|Reflect_and_Select_Your_State_Activity.jpg] || No challenges. || Each teacher posts an EQ along with their objective/GLE, which is then shared with the class prior and during instruction. This is done to increase the arousal states and states of healthy concern. Some teachers use this EQ as an assessment tool at the end of the lesson or the end of a unit. || During our leadership meetings with the faculty we provided staff with examples of examples of strong and weak EQ's. Teachers were asked to write down on 3x5 cards something they learned from the meeting. These cards will be displayed in the faculty room. || Power point. Exit cards. Photos of the display in the faculty room. ||  || Graphic organizers to represent the Thinking Maps for "Running an Effective Meeting." ||  || [|08-09 facultyWellness presentation.ppt] [|Activities-Strategies.pdf] [|BLT_-_Wellness_Feb_14_c.jpg]
 * 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 || We met in department meetings to review the meaning of CHAMPS. || Each letter of the CHAMPS acronym was reviewed. || Power Point presented on August 25. || No challenges were experienced. ||
 * Sept 28-Oct 25 prediction || Overture: What are States? Why Bother? || A Power Point and discussions were held with the staff on Oct. 11. || Staff practiced strategies presented by the BLT and asked to use in their lessons. || Power Point presentation. Strategies regarding vocabulary and summarization were presented including handouts. Lists of states were observed during a formal evaluation in a classroom. Photgraphs of activities in classes.
 * Sept 28-Oct 25 reflection ||  || Teachers expressed appreciation for the BLT meetings. They felt the colaboration time was most helpful and the ideas presented by other teachers would be useful in their classrooms. ||   ||   ||   ||
 * Oct 26-Dec 6 prediction || Opening curtain: Arousal States and States of Healthy Concern || The BLT will introduce and model arousal activities. Discussions were held to identify activities teacher's caodul use in their classrooms. || Arousal Strategies will be modeled and additional ideas presented for staff to try in their lessons. || Power Point, handouts, exit cards. Photographs of activities in classes. || No challenges. ||
 * Oct 26-Dec 6 reflection ||  || Teachers use essential questions in their classroom daily to foster states of anticipation in students.
 * Dec 7-Jan 31 prediction || Changing scenes: States of Transition || The BLT will model the strategies regarding states of transition || Learning to improve transition states will help build a positive learning culture ||  || New focus on transitions ||
 * Dec 7-Jan 31 reflection ||  || At the faculty meeting the BLT will present a power point and model various transition activities. || The theme is to make transitions a way to prepare students for the next activity. || [|21st Century Dec 2010 - transitions.ppt]
 * Feb 1-Feb 28 prediction || Intermission: States of Well Being, Reflection, and Calm || We plan to create a power point to introduce the material. We will model two of the activities that were presented. We plan to use our school pledge which is said each morning to utilize our AOK cards. We will have students express to one another in HR how they feel their partner exempifies the school pledge. Each will be given AOK cards to fill out and return it to the teacher. The teacher will put the the AOK cards in the bin for an appreciation drawing at the end of the month. It is hoped this can be done on a monthly basis. || The staff will understand the importance of the wellness component and how reflection will help with students to understand the content. It will aslo serve to have students reflect upon the school pledge that is read daily and to validate peers creating wellness at school. ||  ||   ||
 * Feb 1-Feb 28 reflection || Well Being and Reflection || The BLT presented the power point to establish the key point regarding well being and reflection. This was followed by a group activitity that asked the staff to identify (in small groups) things they do to promote their own well being. In addition we discussed the AOK card strategy that had been implemented. On 2/14 which studentts used the AOK cards to express something positive about a classmate. || Well being and reflection are the topics. We wanted the staff to identify things that put themselves in this state to help them better identify ways they can help their studentss enter this state. || [|10-1]Skyline Notes Page[|Well Being Reflection.ppt]

[|BLT_-_Wellness_Feb_14_a.jpg]

[|BLT_Wellness_b.jpg]

||  || and rewards they used and would then share with the staff. These ideas were written and discussed on large post it posters and would be hung up in the faculty lounge. || [|Celebration.ppt] [|Celebration_20110314-00070.jpg] [|Celebration_20110314-00078.jpg] C[|elebration_20110314-00077.jpg] [|Celebration_20110314-00076.jpg] [|Celebration_20110314-00075.jpg] [|Celebration_20110314-00073.jpg] [|Celebration_0200.MOV] [|Celebration_0199.MOV] [|Celebration_0198.MOV] [|celebrate1.JPG_higgins] [|Celebrate2.JPG_higgins] [|Celebrate3.JPG_higgins] [|prefix_poster_project_(3).jpg] [|prefix_poster_display_project_(11).jpg] [|prefix_poster_display_project_(14).jpg] [|prefix_poster_display_project_(15).jpg] [|prefix_poster_display_project_(17).jpg] [|prefix_poster_project_display_(12).jpg] [|prefix_poster_project_display_(14).jpg] [|prefix_poster_project_display_(15).jpg] [|prefix_poster_project_display(8).jpg] [|prefix_poster_work_project.jpg] [|prefix_poster_work_project_(4).jpg] [|prefix_poster_work_project_(5).jpg] [|prefix_poster_work_project_(7).jpg] [|prefix_poster_work_project_(8).jpg] [|prefix_poster_work_project_(9).jpg] [|prefix_poster_work_project_(10).jpg] [|prefix_poster_work_project_(13).jpg] ||  ||
 * Mar 1-May 9 prediction || Curtain Call: States of Celebration and Reward || The BLT presented a power point and ammended a portion of the introduction. Committee members would then provide examples of the various types of Celebrations and Rewards that would stimulate engagement with the students. || The BLT reveiwed the concepts that had been stated previously. The BLT members montiored the staff as they worked in small groups to create posters of the celebrations
 * Mar 1-May 9 reflection ||  || Through observations and walkthroughs the administration has observed the BLT presentations being used in many classrooms. Some teachers attempted these ideas for the first time and found them helpful. || It was the focus of the school in the year long emphasis to make our classrooms more engaging by understanding the different states of learning and how to activate and maintain students in these states. ||   ||   ||   ||   ||   ||   ||   ||   ||   ||   ||

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 ............................................................................................................................................................. || Announcements in the AM Same agenda books for all students Same lesson format - Do Now, Objective/EQ, Review, Guided Practice, Independent Practice, Assessment Labeled bin to turn in work Color-coded folders for specific classes Homework procedures set in all rooms HAC AR procedures Consistent strategies for reading/writing - CASE,, FAT-P, QAR || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Prioritize procedures based on certain criteria**: || Do Now

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

................................................................. || Examples ............................................................................................................................................................. || Think Alouds Simulations Restate the question Explain your answer What do good readers do? Make connections - analogies, text to text, text to world, text to self Does that answer make sense? Draw a picture or diagram Visualize then describe Things I noticed... Kenetic movement Rephrase Backward thinking Act out the story, problem Make a movie Make abstract concrete by doing (hands on activities) Cross curricular activiites to make connections and to apply skills/concepts Students teach it to students Analyze - Break it down into parts Vocabulary - rephrase difficult words Rubrics Reflection Set goals - what am I trying to do? || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**
 * **Making the Invisible Visible**: || Teacher modeling

||
 * <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. || 1. Do Now related to past, present, or future lesson. 2. Setting purpose or stating the anticipatory set 3. Multiple delivery methods for the same concepts 4. Teaching the same 3 DSTP Needs in ALL subject and exploratory classes 5. Meaningful homework 6. Poster displays in halls of recent work 7. Review games prior to tests 8. Posters, charts, graphic organizers with important strategies 9. Applying the same strategies (6+1 writing or 6 reading strategies) to different stories 10. Reflection || The more intense the emotion the strongerthe connections in the brain. The stronger theconnections in the brain the easier it is to retrievememories. || 1. Sharing memories to make connections 2. Inserting student names in stories or problems. 3. Personal greeting to students when entering 4. Smile 5. Positive comments and praise 6. Build trust 7. Set a positive tone in the room, create a safe environment 8. Role playing 9. Simulations 10. Debates 11. Healthy competition (win-win) 12. Select emotional content in materials - song, stories, etc. 13. Be human 14. "Pat yourself on the back!" 15. Make games out of work 16. Humor || The process of encoding andretrieving memories is dependent upon glucose andoxygen. || 1. Healthy snacks 2. Random prizes 3. Dancing 4. Active participation -- stand up, throw a ball, move from place to place 5. Mints 6. Stretching 7. Create excitment - tone, voice, expressions 8. Take deep breaths 9. Open the windows 10. Excercise 11. Go outside for a lesson 12. Go on a trip 13. Demonstration/Re-enactments 14. Jumping Jacks 15. Eat breakfast || Internal memory tools forremembering new facts by associating withpreviously learned information. || 1. Do Now 2. Creating songs, plays, scripts 3. Mental map to connect stories 4. Active Power Points 5. Word Walls 6. Acrostics 7. Case, Fat-P 8. Making posters, visuals representations 9. Humor 10. Acronyms 11. Graphic organizers 12. Mneumonics 13. Rhymning, songs, raps || Please Describe || 1. Sticker, tickets, A-OK cards for exceptional behavior, work, participation, or project || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * **Characteristic**............................................................................ || **Examples**...................................................................................................................... ||
 * Rich Repetition:
 * Emotion:
 * Glucose/Oxygen:
 * Representation:
 * 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. Review 6. Rubrics 7. KWL 8. Word Walls 9. Connections to self 10. Wait time 11. Current events 12. Journaling || 5. Desk configurations 6. Charts 7. Lighting/Sunlight 8. Color-coded papers 9. Stress-free room environment 10. Music related to theme 11. Daily schedule on board 12. Feeling of being cared about 13. Rewards 14. Computers/Technology 15. Colors on the walls || 5. Agenda on board 6. Path forward/closing activity 7. Pre/Post test 8. KWL 9. Previewing text 10. Connect to previous knowledge 11. Current events 12. Webs/Inspiration || 5. Go outside for eco-study or to read under a tree 6. Problem relays 7. Music 8. Jumping jacks before work or test 9. Simulations 10. Debates 11. Presentations 12. Zip Around reveiw activities 13. Answer questions by moving to different parts of the room || Please Describe || 1. When room is cluttered, learning is distracted2. Volume of teacher/student voices3. Inflection of teacher comments 4. Body language || XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX
 * Characteristic
 * **Making Meaning:** The ability to process new information internally, make connections to prior knowledge, and reflect on new information. || 1. Do Now2. Vocabulary3. Predict4. Web
 * **Sensory Connections:** Conscious and nonconscious inputs in the classroom environment which influence learning. || 1. Posters2. Maps3. United Streaming4. Whitboards with colored markers
 * **Priming:** The process of preparing students for new content, ahead of time, through preexposure and previewing. || 1. Vocabulary/Frayer Models2. Do Now/Warm Ups3. Essential Questions4. Stating the standards/objectives
 * **Movement:** The practice of using activity to increase: alertness, blood circulation, and overall brain efficiency. || 1. Getting into groups2. Getting/returning supplies or folders3. Stand to answer questions4. Stretch breaks
 * 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 ............................................................................................................................................................. || 5. Rotary Club acknowledges 3 Skyline students per month for outstanding academics and community involvement. 6. Teachers give positive sticky notes for good classwork. 7. Champs Buddy Up program enables peers to help each other do the right thing in school. 8. Cafeteria Bulletin Board acknowledges acts of kindness by students. 9. Teachers and mentors make positive phone calls for positive behavior. 10. Selected students earn points in their agendas for good behavior in class that results in praise/rewards from mentors. || 5. Student-selected due dates for homework packet or projects 6. Choose partner 7. Choose Do Now to respond to 8. Differentiated PE assignments || 5. Special task responsibilities such as passing out or collecting supplies 6. Joining after school activities - clubs, teams, newspaper, yearbook, drama club, etc. 7. Playing in interscholastic sports 8. Playing in intramural sports 9. Champs Buddy Up program - member of a peer partnership to earn rewards for both parties || 6. Goal Apples on classroom charts 7. Awareness of class objectives, goals, standards, and measures of success 8. NWEA goals 9. SSP goals 10. Music practice goal sheets 11. Fitnessgram health goals 12. Honor Roll 13. Skyline Letters - Participation in various activites earns a felt "S" at the end of the year 14. JAG Awards (Jump A Grade means student improve on report card and did not go down) || 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. Schoolwide, staff give A-OK cards to students for doing something good/honest/fair/kind. Names go in a drawing for monthly prizes.2. Teachers mentor and give pep talks regularly to students.3. Staff let students know they are important often.4. Classmates give Thumbs Up sign for good work.
 * **Student Choice:** requires student control or the perception of such. It is an initial step towards building confidence. || 1. Centers2. Student-as-teacher lessons3. Choice of topics for projects4. Group students according to interest survey
 * **Social Status:** promotes a sense of belonging; knowing you are a contributing member of a positive group. || 1. Cooperative groups with assigned jobs/tasks2. Book Buddy - middle school students reading to elementary student3. Peer tutors, student conductors4. Leader for the day
 * **Goal Setting:** identifies positive, clear, and specific outcomes. Goals are set by the student and are challenging, yet attainable. || 1. Student/Teacher/Parent conference2. Student AR goals, Tops Reports, Student Detail reports to focus student on reading needs and success3. Student behavior goals based on earning daily points and reporting out to mentor.4. Student academic goals set with mentors and monitored weekly.5. KWL charts - What do I need to Learn?
 * 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. Our whole school says Skyline Team Pledge daily2. All classes begin with Do Now3. Students all wear Uniforms daily and in PE4. Students line up in the hall before entering the room ready for work || – Giving students’ control, or the perception of such. It is the first step towards boosting confidence. || 1. Sometime student's choose partners2. Homerooms vote for Spirit Day "out of uniform" outfits3. Individuals or teams chose strategy to solve problems4. Clock Partners - rotation of partners individuals work with designed to meet special needs 5. Accelerated Reader - students self select reading materials all year to earn points 6. Students select project products || – Current quality artifacts representing the majority of the students is displayed. || 1. Student projects are displayed in halls2. Work samples are displayed on bulletin boards in halls and classrooms3. Students share work during class4. AR charts display individual and HR progress 5. Student work displayed on Elmos || – Written and/or verbal words of encouragement and reinforcement. || 1. A-OK cards given to students when caught doing something nice - drawing each month by grade2. Group :Thumbs Up: for encouragement3. Homework Passes earned for good work4. Book It - Free Pizza Hut pizza coupon for meeting reading goals 5. Positive comments in planners 6. Some students have Point Card in planner and earn positive comments for meeting daily goals || 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

Cyber Cafe sessions will follow the initial presetation for more training in small groups. || 2Know Responders were delivered to Skyline 2/09/09. || Janet Basara, Judith Conway 21st Century Team || Demo will be on March 11, 2009 and Cyber Cafes will be scheduled in April. (Scheduled for April 29.) ||  ||   || (No more available until next year.) ||  ||   ||
 * **GOAL** ||||||  ||   ||   ||
 * **Action Items** || **Deliverables** || **Person** **Responsible** || **Deadline** || **Tools/Purchases** || **Costs** ||
 * GOALS (February) ||  ||   ||   ||   ||   ||
 * 2Know Responders will be introduced to all teachers for the purpose of using them in classroom. During a Faculty Meeting, teachers will interact with the tools in a demonstration.
 * GOALS (March) ||  ||   ||   ||   ||   ||
 * Wiki's and Google docs technology will be introduced for the purpose of using this information in the classroom as well as administratively. The items will be introduced to the staff at an upcoming faculty meeting. || Access to the internet in one of the computer labs to practice || 21st Century Team; District Tech Team || Demo at the next available inservice day.
 * Use Thinkfinity and New Discovery Education to update and accentuate current lessons. || Access to computer lab and internet || 21st Century Team; Disstrict Tech Team || Demo at an upcoming faculty meeting. ||  ||   ||
 * GOALS (April 6) ||  ||   ||   ||   ||   ||
 * 2Know Responders

Smartboard Assessment

Data Day

Loti || Current at Skyline

Smartboards are used by Math teachers

Data collection and sharing

Survey by teachers || Training - April 29

Leeann Connolly will share with math teachers at Dept Meeting

Basara and Rumford will lead session

Each teacher will take survey, Basara will monitor || Cyber Cafe by Judith Conway

Next meeting is May 27th

June 1 and June 10

April 22 - May 1 ||  ||   ||
 * Technology Vision Statement:

Skyline is committed to using Technology in ALL its classrooms. Each student will be exposed to various instructional strategies using the lastest forms of technology to ensure engagement, efficiency, and creativity in a global community all the while ensuring social responsibility. Our staff will have access and training with technology that will allow them to frequently monitor student progress in reaching the content standards. This technology will assist teachers with determining lesson strategies based upon the students' instructional needs. ||  ||   ||   ||   ||   || Smartboard Assessments, Data Day and Loti were presented at the

[|Technology Quotes]