We also need quantitative data. Here we have an ask: is anyone on the RDT willing to volunteer to be a part of a small working group specifically to help organize and present the “hard data”? We’d like you to identify and define the most relevant data that shows the state of castle education, and shows where 96744 is facing its greatest challenges. We’ll come back to this at the end of the evening but this is also an important piece – if BB and MZ don’t get any volunteers, then the project team will have to decide what information to present and the RDT is ok with this.
Transcript of "Gallery Walk"
The Process in a Nutshell From there, we honed in on 3 big ideas to address the issues • Small learning communities • Community schools • Wraparound services pipeline Empathize Ideate Define Prototype From the data, we identified major issues for low Test student achievement • 9th, 10th math scores The 3 ideas were then • Transitions …then brainstormed combined to form the how might we address working prototype. • Graduation rates these issues? These Further discussion WHERE WE ARE NOW: • Low morale themes emerged: revealed 5 elements we We’ll test the prototype • General discipline felt must be addressed in with you, in 4 mini- • Personalized learning the redesign: charrettes throughout May • Parent, Community • Caring relationships Engagement • Teaching & Learning • School culture • Organizational Design • Time to collaborate • School Culture • Support services • Partnerships • Leadership CapacitySep Oct Nov Dec Jan Feb Mar Apr May Jun Jul Aug
Castle Complex (SY2010-2011) State Ahuima Ben He‘eia Kaha- Kāne- Kapuna Pū‘ōha- Waia- King Castle nu El Parker El lu‘u El ‘ohe El -hala El la El hole El Inter High Elfall enrollment % enrolled for entire SY % free/reduced lunch % students in SpEd % limited English proficiency % Kers attended pre-school % Native Hawaiianaverage daily absence 9average daily attendance 95.0%# students suspended# suspensions during SY% school completerstotal # seniors% freshmen graduate on time% school drop-outs% proficient Reading (10th) 66%% proficient Math (10th) 39%% proficient Reading (8th) 67%% proficient Math (8th) 53%% proficient Reading (3rd) 65%% proficient Math (3rd) 63%
College and Workplace Readiness AssessmentCastle, Kahuku, All Schools (nation-wide) Analytic Reasoning & Writing Problem Writing Mechanics Evaluation Effectiveness Solving Interpreting, analyzing, and Constructing organized and Facility with the Considering and weighing evaluating the quality of logically cohesive conventions of standard information from discrete information. This entails arguments. Strengthening written English sources to make decisions identifying information that is the writer’s position by (agreement, tense, (draw a conclusion and/or relevant to a problem, providing elaboration on capi-talization, propose a course of action) highlighting connected and facts or ideas (e.g., punctuation, and spelling) that logically follow from conflicting information, explaining how evidence and control of the English valid arguments, evidence, detecting flaws in logic and bears on the problem, language, including syntax and examples. Considering questionable assumptions, providing examples, and (sentence structure) and the implications of and explaining why emphasizing especially diction (word choice and decisions and suggesting information is credible, convinc-ing evidence). usage). additional research when unreliable, or limited. appropriate.Castle Seniors 2.6 2.7 2.9 2.6Kahuku Seniors 2.7 2.7 2.9 2.6All Schools 3.0 3.1 3.1 3.0Possible scores range from 1-6
47% 45% Analytic Reasoning Writing Mechanics 50% 50% Castle High KHIS Castle High KHIS Performing at Scoring Level 38%Performing at Scoring Level 35% 35% Percentage of Students 34% Percentage of Students 40% 40% 26% 23% 30% 30% 20% 19% 16% 13% 20% 12% 12% 20% 9% 8% 10% 10% 2% 3% 1% 2% 0% 0% 0% 0% 0% 0% 1 2 3 4 5 6 1 2 3 4 5 6 Performance/Scoring Level Performance/Scoring Level Writing Effectiveness Problem Solving 50% 50% Castle High KHIS 39% 39% Castle High KHISPerforming at Scoring Level 38% 37% Performing at Scoring Level 36% Percentage of Students 34% 40% Percentage of Students 40% 29% 29% 30% 30% 18% 17% 13% 13% 13% 12% 20% 20% 11% 10% 5% 10% 10% 3% 3% 2% 0% 0% 0% 0% 0% 0% 1 2 3 4 5 6 1 2 3 4 5 6 Performance/Scoring Level Performance/Scoring Level
College and Workplace Readiness Assessment (CWRA)• CWRA Performance Tasks are administered online and consist of open-ended questions. There are no multiple-choice questions. The CWRA requires that students use critical thinking and written communication skills to perform cognitively demanding tasks. The integration of these skills mirrors the requirements of serious thinking and writing tasks faced in life outside of the classroom.• The CWRA offers a constructed-response approach to the assessment of higher-order skills such as critical thinking and written communication. The scoring areas are: Analytic Reasoning and Evaluation, Writing Effectiveness, Writing Mechanics, and Problem Solving.• The institution—not the student—is the primary unit of analysis. The CWRA is designed to measure an institution’s contribution, or value added, to the development of higher order skills. It is also designed to encourage institutions to compare their student learning results on the CWRA with learning results at other institutions.• The CWRA is intended to assist faculty, school administrators, and others interested in programmatic change to improve teaching and learning, particularly with respect to strengthening higher-order skills.
SWOT AnalysisStrengths Weaknesses• Stable, older community with long-term ties to • 9th grade retention rate Castle Complex (alumnae affection) • Graduation rate• Programs working to turn around AYP scores • General discipline and orderliness in• Strong business and foundation commitment classrooms and on campus (Castle) to supporting education • P20 terminology in Math, English may not be• 5Rs community movement extends K 8th gr aligned in school and in community• Teacher experience in schoolsOpportunities Threats• Diverse physical assets in the community (e.g. • Drugs and violence on campus and Coconut Island, Kokokahi, Kualoa Ranch surrounding campus, fear fishpond, Lo`i) • Economic pressure on families in the 96744• Diverse capacity-building training available area increasing (e.g. Junior League program for girls, Marimed • Redefinition of student-weighted formula that• SLCs and integration with Redesign determines school budget
Tracing the issues CULTURE CONTEXT Growing Title I student population Schools work in isolation Low 9th, 10th HSA scores financial constraints from General discipline declining student population Community not involved Economically diverse 8 elem schools 1 intermediate No AYP = “you’re a failure” High 9th retention rates Students not engaged Low HS graduation rates Parent and student accountability High remediation for (all responsibility falls on the teacher) Low expectations students graduating CHS WCC Cyber- and physical bullying Low morale (students, teachers, parents) High drug experimentation/use Low student Low student achievement achievement Teacher capacities for Students take HSA test differentiated instruction before learn content Teaching of 5Rs through HS No common “teaching Level of knowledge of language” impacts transition points No carry-through of 5Rs issues by larger community Safety, cleanliness and order must increase Transitions are often difficult Student voice in Insufficient time for Teachers: only have time to teach to the test own educationSupports for Title I cross-collaborationstudent population Hard to get families involved in child’s learning COMPETENCIES CONDITIONS
Community mana‘o Then we hypothesized what different stakeholders needed: how might we… From the data, we Students need: Recreate and renew the value of a identified major • A personal connection with a caring adult as that sustains their efforts to 96744 education at King and issues for low meet high expectations Castle, and ensure every studentstudent achievement • To experience real-world problem-solving because much of what has a caring adult mentor? traditional curriculum offers is perceived as irrelevant by students• 9th and 10th scores • Their basic needs met so they can focus on education and be able to dream Expose ALL students to real world bigger problem-solving community• Transitions • A way to understand and experience learning the way they learn best as partners and consistently manage• Graduation rates that will engage them and help them to know success in school, feel safe to the relationships/logistics/ ask questions, maintain educational momentum coordination?• Low morale • To feel pride and ownership in/for their school, themselves, community• General discipline • To feel safe from bullying, drugs, while they are at school Fund wraparound services that could be provided on campus,• Parent, Family, Teachers need: with coordinators to help parents navigate when overburdened? Community • Strong communication systems to engage parents and families consistently • Mentoring, especially if they are new, to be prepared for challenges Engagement training doesn’t cover Make the system flexible so • PD that is individualized, linked to school goals, addresses teaching and teachers can change methods, act learning, and addresses developmental characteristics of students as facilitators, have time for each • Caring, meaningful relationships with students child? • Time to collaborate and space to breathe so they can focus on educating students Give students and parents a view of their strengths and learning styles, create a safe environment, Parents need: and start early and start strong? • Strong communication systems (both to and from) to stay on top of their child’s learning Give students and parents a view • Awareness of, easy access to, and support for, programs and services that of their best possible future, with address academic, social, and emotional aspects of student learning direct experience to real-world • To build meaningful relationships with the school and people in it, to build work and help them retain what pride and ownership they have learned?
BIG IDEA #1:smaller learning communitiesmaximize student-teacher interactions, personalize learning by connecting students to their interests academy 1 castle college/ high academy 2 career school academy 3
BIG IDEA #2:Super-charged school – community partnershipAddress “non-school factors”, create opportunities for students to connect rigor to relevance academy 1 castle college/ high academy 2 career school academy 3 family and student supports, social service and health programs community-building and civic engagement (parent and family) leadership development (school and community)
BIG IDEA #3:Align schools and community along a continuum (pipeline)Improve student achievement by addressing transition points with cross-collaboration & alignment Character education pipeline Career/college/life –ready pipeline Academic pipeline ahuimanu ben parker academy 1 he’eia king castle early kahalu’u college/ intermedi high academy 2 childhood kāne’ohe career ate school kapunahala pū’ōhala academy 3 waiahole family and student supports, social service and health programs community-building and civic engagement (parent and family) leadership development (school and community)
THE PROTOTYPE (all 3 big ideas combined) elementary schools Community Assets (“CA”) are enlisted based on king intermediate identified school objectives, recruited and screened by the Navigation Center CA CA CA castle high school CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA CA site coordinator works with school, teachers to build menu of providers and offerings
SCHOOL SITE MAPWhat the prototype could look like at the school level castle high school Waikalua Fishpond Parks & Rec YMCA ROC Paepae O Servco Heeia IBEW Kakoo BIA Oiwi APEC Kualoa Ranch Key Project HPU HIMB HPD HFD WCC
BUILDING THE PROTOTYPEUsing the metaphor of a house, the prototype is comprised of 5 structural elements (much like thecomponents of a house fit together) ELECTRICAL SYSTEM collaborative leadership ROOF community as partners FRAMING FOUNDATION organizational design school culture PLUMBING teaching & learning
PLUMBING: teaching & learningwithin this component, the community dug further into details. This is a summary of community feedback CURRICULUM: rigorous, aligned, integrated • All students are engaged in a rigorous, interdisciplinary, standards-based core academic curriculum that integrates character education and place-based, project-based learning • Students have opportunities for leadership and service in the school and community Teaching & Learning INSTRUCTION: relevant, personalized • Curriculum is connected to real-world context, with authentic and cultural learning experiences, that Learning is rigorous, build on student interests, needs, and community resources relevant, aligned, • Instruction addresses students’ interests, learning styles, aptitudes, and choices – and motivates and authentic, place-based and challenges all students in every classroom project-based, and build future community leaders; ASSESSMENT Teaching is personalized, • Structure/programs are in place to ensure students graduate on time/take advantage of accelerated individualized, and learning opportunities motivates and challenges • All staff use formative and summative assessments to improve curriculum and instruction, school all students in every culture, organization and management classroom • The school uses a systematic, data-driven school improvement planning process TECHNOLOGY • Curriculum incorporates digital tools to access, organize and communicate learning and knowledge • On-line literacy for teachers and students are integrated into learning
FRAMING: organizational designwithin this component, the community dug further into details. This is a summary of community feedback RELATIONSHIPS • Structures, behaviors, and activities are in place to connect all students to adults within the school and within community • All students receive support and preparation for post-secondary learning TIME & SPACE • Instructional time is strategically and flexibly organized around student learning needs, and time is Organizational Design built into the schedule to provide additional help as needed • Classrooms and other rooms are utilized in nontraditional and innovative ways Structures are flexible, • School facilities are used by students and community beyond normal school hourspromote collaboration and • Developmentally appropriate school day pay attention to the major transitions points; and PROFESSIONAL LEARNING & PLANNINGaccommodate teaching and • Professional development is individualized, aligned with school goals, increases content knowledge,learning strategies that are uses timely data to improve instructional skills and assessment, and raises understanding of consistent with ways developmental characteristics of students students in various stages of development learn COMPREHENSIVE STUDENT SUPPORTS • Intervention approaches for students beyond special education for those struggling academically TRANSITIONS • Coordinated strategies and supports facilitate successful transitions between elementary, middle, high schools & beyond • Curriculum is aligned both horizontally (complex-wide) and vertically (K-12)
FOUNDATION: school culturewithin this component, the community dug further into details. This is a summary of community feedback LEARNING ENVIRONMENT • Culture fosters high expectations and aspirations School Culture • Culture is characterized by energy, enthusiasm, collaboration, respect, responsibility and trust • Students are engaged in their schoolwork and in the social life of the school and community Environment fosters high • School is a place where students, parents, and educators are encouraged to take risks and speak up expectations and lifelong • Educators have collegial (vs congenial) relationships with one another love of learning among all • Students and teachers feel safe in their school as well as their community stakeholders of the school community, and has DATA-BASED INQUIRY/DECISION-MAKING structures in place for • Procedures to collect and act on student data are inclusive and public continual evaluation and • All members of the school community – students, teachers, parents, administrators, etc – share data-driven decision responsibility for tracking outcomes and enhancing student learning making • Staff incorporates regular professional learning and planning with data-driven decision-making • Staff assess and report the impact of improvement policies and practices on all student populations to stakeholders
ROOF: community as partnerswithin this component, the community dug further into details. This is a summary of community feedback PARENT & FAMILY INVOLVEMENT • Parents, teachers and students meet regularly to develop personal learning plans and discuss academic, future goals • Parents are involved in school’s decision-making process Partnerships • Staff has made efforts to engage uninvolved or hard-to-reach parents • School uses a variety of media and resources to disseminate information about academic, social, co- Multiple pathways to post- curricular programs, and to solicit feedback from family and community members secondary training or • Students are informed about local issues and actively involved in community issues college accommodate the • Structures are in place to help teachers and parents community communicate with each other need for individualized effectively learning, while incorporating community COMMUNITY ENGAGEMENT partners to enhance • Partnerships that create opportunities for students to pursue work-based learning and internships instruction, provide exist between the school and area businesses/community enrichment and perform • Wraparound services are available for students and families wraparound services for students and families EARLY COLLEGE • Partnerships between school and post-secondary institutions provide a variety of options for postsecondary education • Post-secondary access programs are available for all students • Students are actively involved in early and ongoing academic career guidance and planning
ELECTRICAL SYSTEM: leadership capacitywithin this component, the community dug further into details. This is a summary of community feedback GOVERNANCE • Major decisions are aligned with school’s mission statement, vision and goals • All voices including students, are honored and includes a diverse, representative selection of stakeholders • All constituents are knowledgeable about and participate in school’s decision-making COLLABORATIVE LEADERSHIP Leadership Capacity • Teacher leaders and principals foster culture of collective and collaborative responsibility for student success among all staff of the school community Leadership development of • Students are actively involved in decisions about their academic development; and take responsibility teachers and principals for their learning increase ability to navigate change, improve PRINCIPAL LEADERSHIP instruction, and • Is reflective, proactive and well-informed about proven best practices accommodate the different • Supports leadership development and encourages leadership potential of others learning styles • Principal is familiar with individual students, their families and the community MORAL COURAGE • Principal, CAS, teacher-leaders have skills to handle conflicts and defend equitable practices that support learning of students • Leaders routinely involve broader school community in public discourse, process concerns openly, and move the collective dialogue beyond individual and personal interests
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