Evolution of Systematic Data Collection. LEILEHUA HIGH SCHOOL. Aloha Coleman - Principal Kerry Kawamura – DIR. of Curriculum/Instruction Tisha Yamasaki - DIR. of Curriculum/Instruction Dion Cabalce - School Service Assistant Harmony Paz - Science Teacher. Purpose & Desired Outcomes.
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Evolution of Systematic Data Collection LEILEHUA HIGH SCHOOL Aloha Coleman - Principal Kerry Kawamura – DIR. of Curriculum/Instruction Tisha Yamasaki- DIR. of Curriculum/Instruction Dion Cabalce- School Service Assistant Harmony Paz - Science Teacher
Purpose & Desired Outcomes • Accreditation Recommendation • Keep data for Academic Plan • Collaborative Culture • Data Based Decision Making • Data to Inform Instruction • To assure EVERY child has an opportunity to succeed!!!
K. Kawamura SYSTEMATIC DATA COLLECTION SCHOOL YEAR 2009-2011
D. Cabalce Systematic Data Collection Data Teams (Year 1)
HOW • Bell Schedule • LT Schedule • Facilitator Handbook • Team Evidence Binder
Bell Schedule Transition from 6 o 7 periods Allows collaboration time within the school day
LT SCHEDULE Rotation of PD, data teams, curricular and instructional
Reference guide • Explanation of data process at LHS • Roles of team members • Guidelines for effective collaboration • Samples • Forms • Effective instructional strategies FACILITATORS HANDBOOK
Created for accountability purposes • Avenue to display student work as a direct result of collaboration discussions • Provided information for anyone that missed a collaboration discussion Learning Team Evidence Binder
Challenges • Initial Buy-in • Overwhelmed • Unsure of what type of data to collect • 5-step data process
Adjustments • Quarter 2 • Modifications of LT scheduled to address concerns • Decreased number of data teams • Quarter 3 • Address areas of weakness in follow up sessions • Use of lotus notes to collect minutes • Quarter 4 • Teacher observations • Team lead LT schedule (develop own calendar)
Math Intervention Workshop
Teacher Perspective H. Nakamura
Teacher Implementation • Integration of a 7th period Collaboration Time to work as Learning Teams • During the school day • Teachers grouped according to courses taught and grade level • Learning Team schedule and rotation • Curricular, Data, Instructional, Professional Development
Quarterly Performance Target Report Analysis integrated into Collaboration Time • Analysis of UbD Performance Task, Final Assessments, Quarter grade • Ongoing process but would take time out of Department meetings
Success in the Classroom • Common focus on Scientific Method in the Chemistry Learning Team • Used the 5 step process to collect data and make adjustments in the classroom • Change in vocabulary • Need for more practice • Increase in scores over the course of one quarter • Led to department discussions on the need for common language in the Scientific Method
Need for students to demonstrate basic math skills • Administration of a Math Skills Pre/Post Assessment • Weekly Timed Drills • Although I did not meet our SMART goal (of 50%), I did see a 10% increase in proficiency
T. Yamasaki Next Steps School Year 2012-2013
Address Areas of Concern • Teachers requested more FLEXIBILITY with the meeting schedule • Teachers wanted opportunities to visit/observe their colleagues • More support was requested as teachers worked through the data teams process • We need the teachers to value the time they are being given • Elective course teachers had difficulties identifying topics to discuss for data teams • Lack of training/knowledge on some of the processes and initiatives that were asked to be done
Flexibility • Concern: The pre-determined learning time calendars were too restrictive. • Next Step: Collaboration teams will design their own schedule to meet their needs
Teacher Observations • Concern : Teachers wanted to see what their colleagues do in their classes • Began in 4th Quarter of SY 2011-12 • Teachers observed their colleagues and used the LHS Peer Walkthrough Observation rubric • Next Step: Rubric will be modified to include a focus for each teacher and teachers will only need to work with one component at a time
Teacher Support • Concern: Due to teacher apprehension on the data team initiative, many teachers requested more support be available • Next Step: Administrators and DCIs will conduct quarterly walk-throughs • Walk-throughs will also allow us to gauge to what extent data teams occurs on our campus
Teachers valuing time • Concern: Teachers do not see the value in the time they have been given to collaborate during school hours • Next Step: • Binder checks to be held quarterly random teams will be selected to read through and provide support to the collaboration teams • Have teams set meaningful goals for the year.
Elective Courses • Concern: Difficulty identifying discussion topics • Next Step: Organizing faculty into collaboration teams that are more relevant to the content they teach • Next Step: Provide possible topics the courses could use to discuss as a team. • GLOs • Safety • Incorporation of technology • Use of the writing rubric
Professional Development • Concern: Teachers lacked background on some initiatives they needed to do • Next Steps: Professional Development will be done based on need • Teacher Observation Tool • Writing Rubric
STEM H. Nakamura