Let’s revisit the task at hand:We wanted to bring you together as a community, and go through a process that could transform castle from where it is now
…to what it could beWe wanted – and needed – the community engage in a process that could unleash lots of creativity, so that the future state we imagine together is something not only innovative, but a unique solution that would truly address the needs of our students here.And so we took you through a creative process using what you now know as design thinking – which is a tool for us to begin to imagine the possibilities outside the “business as usual” that we know of. Why? Because for all purposes, “business as usual” hasn’t worked.So rather than starting at where are we are now and then moving left to right, we started (almost intentionally) at the end – the right side –
and had you come up with prototypes, physical representations of what you envisioned a great learning experience could be for our keiki.
So rather than starting left and going right, we’ve started to identify the end-state “what can be” firstTonight we’re going to spend some time on the present-state “what is” by looking at data…and once we know where we’re at,
Then we can begin to identify not only what needs to change but how.
So what that mean for tonight – well, we’re going to dive into some data. And we’re going to perform 3 tasks as you can see -
And we’re going to do this because we have 2 objectives:This will give us a chance to analyze the data, ask some questions and have some good discussion as we learn how (as a group) to use data to ask and answer questions about students and their learningThe second objective is to inform the data sub-team. as bernice and I evaluated the amount of data available, it became very clear that what was needed was time to review it. We were also very cognizant that not everyone wants to review all this data. So we’re proposing the idea of a smaller working group – called the data sub-team – that will meet weekly between now and the next RDT meeting in february.This team will go through the data in detail and in depth, and the objective is they will present to the larger RDT what they’ve found and the trends that they’ve discovered. They will summarize that data for the rest of usThis team has not been formed yet – and anyone is welcome to participate on this smaller working group. But these are the conditions:We are meeting every week for a couple of hours between now and next meeting to cull through dataMust be committed to coming and rolling up your sleevesIf you don’t want to do it, that’s fine too – but recognize that they are going to summarize the data for youWe’ll make a formal call for invitation to join at the end of tonight but for now it’s something to think aboutOk, so informing the data sub-team means that what we do tonight is going to give a good foundation for this smaller working group to get started. (so tonight we’ll brainstorm, sub-team takes it and focuses it, then they bring it back and we brainstorm again, etc)
So before we get started just a few ground rules to remember
We’re going to take you through the exercise of evaluating data and making some observations based on that data.(pass out handouts)And again, remembering that we’ve already identified the “whatcanbe” – we need to start defining “what is”. What’s going on right now at Castle High SchoolMake sure everyone knows each other – and every role must be represented (if not, someone has to assume that role because that voice will lend an important perspective) and we are going to do 2 tasks tonight that we’ll walk you through. Also remember that you bring your own mana’o into the conversation as well, so don’t hold back the unique things you know.
LET PEOPLE REGROUP THEMSELVESWant you to brainstorm amongst yourselves, then choose your top 5 and bring them up to the front.We’re going to discuss as a large group what’s up front – but we still want you to capture all your ideas because the sub-team is going to use it
We’re going to now shift gears a bit and we’re brainstorming around these 2 questions. You’ll have 45 minutes to do BOTHSame thing – brainstorm on sticky notes and discuss amongst yourselves. Then decide which are the top 3-5 and bring them up to the front of the room and we’ll discuss those
Agenda Data Dive: • Task 1: brainstorm questions • Task 2: brainstorm top areas of concern and strengths
Agenda 2 objectives: • Analyze Data • Inform the data sub-team
Ground Rules • Common commitment: students first • Embrace diversity • Inclusive and respectful • Reserve judgment • One conversation at a time • Have fun!
Welcome to Castle High School Tonight’s Data Dive: • Define “what is” • Teams of 6-8: one student, teacher, parent, counselor, service provider, community person • Make sure everyone at the table knows each other • 2 tasks
Task 1: Brainstorm Questions 45 minutes: • “what questions does this data raise for you?” • Individually first, then as group • Brainstorm on sticky notes and discuss • Look for common themes and differences • Pick top 5 as a group – post them at front of room
Task 2: Brainstorm Needs and Assets 45 minutes: • “what are the biggest areas of concern?” • “what are the biggest strengths of 96744?” • Brainstorm on sticky notes and discuss • Look for common themes and differences • Pick top 3-5 – post them at front of room
Next Steps • Town Hall meeting February 29, 2012 5:30-8:30p @WCC Hale Akoakoa • Next Meeting February 23, 2012 5:30-8:30p @Kokokahi YWCA • Join Data Sub-team • Feedback form
Data Dive Framework DEMOGRAPHICS Enrollment Attendance Drop-out Rate Ethnicity Grade level Gender SCHOOL PERCEPTIONS PROCESSES Perception of Description of Learning Environment school programs Values and Beliefs and processes Attitudes Observations Standardized Tests Teacher Observations of Abilities Authentic Assessments STUDENT LEARNING Multiple Measures of Data Victoria Bernhardt, PhD
Task 1: Data Dive DEMOGRAPHICS Enrollment Attendance Drop-out Rate Ethnicity Grade level Gender SCHOOL PERCEPTIONS PROCESSES Perception of COMMUNITY Description of Wrap-around Learning Environment school programs services Values and Beliefs and processes School partners Attitudes Observations Standardized Tests Teacher Observations of Abilities Authentic Assessments STUDENT LEARNING Multiple Measures of Data Victoria Bernhardt, PhD