Castle Redesign RDT Presentation 102711
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Castle Redesign RDT Presentation 102711
- 1. Castle Complex Redesign Initiative 9 months “as is” “to be”
- 2. The Preparation Gap is growing. Our system was never designed to deliver the kind of results we now need to equip our students for today’s world. - Tony Wagner
- 3. Student learning needs greater supports. The greatest hurdles I face [in the classroom] are students aren’t motivated to learn…and [often] they don’t have the family supports to reinforce the learning. - Teacher, Castle High School
- 4. We must build the plane while flying it. For the first time we are preparing [young people] for a future we cannot clearly describe. - David Warlick
- 5. Castle Complex Redesign Initiative Planning Implementation July 1, 2012 RDT PRE- TEAM EMPA DEFINE IDEATE PROTOTYPE TEST PLANNING THY August October – November – January February – May
- 6. Castle Complex Redesign Initiative Planning Implementation July 1, 2012 RDT PRE- TEAM EMPA DEFINE IDEATE PROTOTYPE TEST PLANNING THY August October – November – January February – May Community Engagement Coordinated Student Involvement Adaptive Management of Change
- 7. Castle Complex Redesign Initiative Invite. Commit. Ground Rules. RDT PRE- TEAM EMPA DEFINE IDEATE PROTOTYPE TEST PLANNING THY October – November Observe. Engage. Immerse.
- 8. Castle Complex Redesign Initiative RDT PRE- TEAM EMPA DEFINE IDEATE PROTOTYPE TEST PLANNING THY November – January Identify. Brainstorm. Focus and Flare. Modify and Refine.
- 9. Castle Complex Redesign Initiative Invite. Commit. Ground Rules. RDT PRE- TEAM EMPA DEFINE IDEATE PROTOTYPE TEST PLANNING THY October – November Observe. Engage. Immerse.
- 10. state/system community school COMPLEX/SYSTE ORGANIZATIONS COMMUNITY- SCHOOL BASED student M
- 11. 96744 Map BOE/DOE leadership Labor (HSTA) PUEO Program (?) Banks Land Trusts (KSBE) Foundations (HCF) Walter Kahumoku Jennifer Goto Sabas Pacific American Nainoa Thompson Tammi Chun Kāne’ohe Fdn DOH, DOT, DOL Ranch Ko’olaupoko Civic Governor Castle Found’n Club Mapuana de Senator Jill Minami KEY Project Silva Foodland Pono Chong Found’n Kāne’ohe Cultural Virlie Ann Servco Tokuda Ken Ito Fdn Wright HECO Kāne’ohe Mahealani Alice Hewitt Church Starbucks Neighborhood Board Cypher Hi’ilei Kawelo Athletic Clubs A&B, Inc. Windward Mall Charles Toguchi Rick Barboza Interest Clubs HTDV Honda Windward Mentors/Tutors HTA Kāne’ohe Business Parents Extended family Group COMPLEX/SYSTE ORGANIZATIONS Peers Kupuna COMMUNITY- YMCA Kualoa Ranch Trade KEY Project Employers SSC, CCC, Schools SCHOOL (YWCA) Papahana Kuaola BASED Kanu School PTA DOE schools Paepae O’ He’eia student M Hawaii attending C4 Council UH Mānoa Kako’o ‘Oiwi Ma’o Teachers/Adm Other schools system Kāne’ohe Canoe Farms in Charter Industry Club Kauhale Coaches Schools Assoc. He’eia State AUW HAIS WCC, HPU KS Park/KCI GSA/BSA Marimed Hawaii 3R’s Pono Fdn Aina District Park He’e The Learning Coalition Kāne’ohe Comm PR interface Public Schools of HI Family Ctr Kāne’ohe PD Fdn PACT Comm Tech Kailua PD Early Beginnings Ctr Alliance Kaiser Permanente KEY Project FC P-20/Step-UpTheBus Castle Medical HI Independent Child & Family Center (Ikaika Hussey) Services QLCC Girls Court HPIRC State Office HMSA, HMAA, Juvenile Court UHF Attorneys Kaiser Foundation HPD/Sherriff Kapi’olani Health (HPH)
- 12. Redesign Team Georgi DeCosta* Cheryl Ka’uhane Lupenui Walter Celeste Yee Kylee Mar* RJ Kahumoku* Charity Adaro Georgi Rodriguez Senator Jill DeCosta* Tokuda Herb Lee John Brandon Reppun* Hayashi Ned Busch David Henkin Helene Makana Kahā’ulelio Brown COMPLEX/SYSTE ORGANIZATIONS Gina Estaquio Matsuzaki Naomi COMMUNITY- Edna Malia Rivera PhD SCHOOL Georgi BASED Michael Narimatsu Gordon Miyamoto DeCosta* student Pam Kino M Broderick Jacque Shaner Camille John Reppun* Meredith Bryan FergusonMasutomi Maeda Doug Dykstra Ileana Ruelas Sheena AlaiasaSheila Cyboron Cathy Kawano- Laynie Ching Cynthi Sueyasu Walter Kahumoku* a Kylee Mar* Okaza Nolan Kawano ki Matt Lorin Marina Piscolish Duane Samson
- 13. Ground Rules Commit: students first and foremost • Students first and foremost • Active participant Collaborate • Inclusive and respectful • Embrace diversity • One conversation at a time • Defer judgment Consensus/Decision-making • Majority • Role of project team and facilitators Conflict Resolution • Facilitators Communication • Share information
- 14. I get asked all the time, ‘[Redesign]? How in the world can we afford to [redesign]?’ I choose to respond, how can we afford NOT to? - Superintendent of Boston Public Schools
- 15. Vision Castle • xx King • xx Castle Complex • xx Redesign Initiative • xx
- 16. 5th/6th 7th 8th 9th 10th 11th 12th College/Career Readiness Learning Supports Academic Support Case Management (student advocates) SLC pathways Relationships Learning Service Learning Applied Place-Based Learning Adult mentorships Caring Parent Participation Network Formation Health (physical) Intervention/ Wrap- Emotional/Social Around External (housing, transportation, employment) External (financial literacy) Professional development Pillars Family/Community Engagement Student Involvement
- 17. ‘to be’ Prototype for Charette Community Vision Community Assessment Sept Oct Nov Dec Jan Feb Mar April May June ‘as is’
Editor's Notes
- What BB and MZ were tasked with, was redesigning and reinventing the education of the castle complex from where it is now, to one that not only reflect best practices and engages students, but incorporates community in both the planning and the implementation. And we had 9 months to do it.But before we go to this project, let me set some context for the larger picture as a whole with education. This is a lecture and discussion in and of itself, but I will highlight what I see are 3 important and critical components.
- Fact: while society has changed, the system has not.Long-term analysis of average reading scores in both elementary and secondary school has virtually not changed since 1980Only about 70% of high school students who started 9th grade in public schools actually graduated, this is below the rates of other industrialized countriesGraduation rate for asian students in 2001 was 79%, white students 72%Barely 50% of black and latino students left high school with a diplomaOf those who do finish high school are not necessarily college-ready: 33% of white and asian students complete necessary college prep classes20% of black and 16% of latino students meet these qualificationsWhile it may be tempting to talk about a ‘rising tide of mediocrity’ it is more about profound and rapid economic and social changes: we have not evolved a system that was built upon an agrarian model and calendar in the 18th century – for a knowledge economy of the 21st century.What we must acknowledge is that we have never educated all, or even most, of our students to the standard of college-ready. It is not as if educators were doing this before and forgot. The system has not failed – it was designed perfectly to produce the results it needed. What we must acknowledge is that those results are no longer going to meet our needs – and therefore the system probably doesn’t either.The competencies that business and academics now expect are not the 3Rs – these have evolved, and include expectations of integrating the range of information and communication technologyAlthough not all young people need to have a college education to get a decent job, employers are increasingly expecting that new employees will have skills comparable to students who do attend collegeThe result is an increase in the preparation gap.Fact: the preparation gap is growingThe preparation gap is when a young person’s academic preparation is not adequate for post-secondary success, whether in college or the workforce. This gap makes the transition from high school a critical one – as our society embraces a knowledge economy this gap impacts a young person’s future life choices, professional options and living wage incomes.In Hawai’i, 17,000 18-24 year olds (13%) are not enrolled in school, not currently working, and have no degree beyond a high school diploma or GED. Nationally this number is 4.3 million (14%).While 96.4% of public high school students graduate at the end of their senior year, only 37.0% of them have post-secondary education plans.43% of the United States’ workforce (25-64 year olds) over the next 20-30 years will have completed no education beyond high school. Early estimates have Hawai’i mirroring this data.This gap is widely attributed to access – access for young people to opportunities, and this access is linked to socioeconomics. Whereas middle to upper-middle class families can provide these opportunities for learning for their children, there is a large population that cannot.
- Fact: learning needs greater supports in a changing society8 of 10 teachers cite as a serious problem the lack of structure and accountability for behavior and performance for young peopleWhile parents acknowledge they need to be more involved, they also say that supporting their children’s learning is a significant challenge for which they feel largely unprepared. Women as wage-earners are not necessarily home as they were traditionally, when children got out of school.This translates to a different relationship of young people to authority and self-control.Fact: young people as a whole, are not engaged in their learningIn a system that is focused on cognitive achievement, the gap perpetuates as those students who are doing well and those who do not move in increasingly opposite directions.We have not engaged students because we have not considered their experience as the central driving force in learning. The culture reinforces the sage on the stage where students are “learned to”, rather than the guide on the side where students are “learned with”And in today’s day, where students have many options other than school, we need to appeal to their motivations and relationships first.
- It’s not just about improving performance of students who aren’t proficient. We also don’t know how to teach many of these ‘new skills’ – GLOs, 21st century skills, buzzwords like complex thinkers and creative responders.In a present-day where we can’t describe the future, teachers don’t know all the answers. Principals don’t know the answers. Community doesn’t have all the answers.What we have is what Ron Heifetz calls an adaptive challenge – we don’t have a base of knowledge to draw upon, we don’t know what it looks like. We must tackle this issue by creating new knowledge and tools to solve the problem in the act of working on it. We must put aside attitudes and perceptions and judgments, to co-create an alternative future.
- So what does this mean for us. It is the act of looking at this opportunity differently. This is a chance to embrace the notion of redesign – or reinvention – rather than trying to reform a system that we know does not support the results we need. And this is a chance to do it together, as a community.And so this is the context in which BB and MZ work and were invited to participate in.Bring the community together around this opportunity with an objective to produce a viable plan that would be implemented beginning July 1, 2012. This plan would embrace globally researched-based best practices; incorporate the unique assets of this community and our schools; and engage the entire community – including students – both in planning and implementation.
- In this planning phase, we will utilize (as you learned on 9/29) the tool and methodology of the design thinking process, engaging both community and students in all aspects of planning (and implementation). Recognizing always, that we are building the plane while flying it and the emotions and anxiety caused by this must also be paid attention to.
- Tonight’s focus along this timeline is really on the first areas: RDT and empahy.RDT TEAM: making sure we have the right peopleat the tableCommitted to the project and agree to be an active participantHave knowledge, skills, experience with schools, in schools, with students, about ed redesign, of communityAgree to ground rulesWe expect to have a core team although others will come in and outFor those of you who haven’t talked with BB/MZ about joining, if you are interested please come and find us afterwards.Process is open and inclusive, but there is a need for consistency and commitment; there are multiple ways for you to get involved with usEMPATHY: gather data through a variety of meansObservations from storiesEngaging networks you are associated with and sharing with the rest o the RDTImmersing in “other data”: demographics, program inventory by school, best practices and trends globally, historical data by school/SLC work at Castle
- in reality we expect to move back and forth through these phases over the next 3 months. When we reconvene in November, December and January, we’ll continually circle through the acts of gaining knowledge and information, identifying points of view, brainstorming; and then, modifying and refining as subject matter experts “scrub” the ideas within current constraints and conditions. This is to keep it as creative, but as realistic and feasible as possible.
- So that you have an overview for tonight and what’s to come, in defining the RDT BB and MZ started with filling out a community map:
- Looking at all the different slices of a community as they impact students – but also in relation to the scale at which they impact students, directly, in the 96744 community or indirectly through systemic/state-wide influence.
- What we came up with initially, was a visual that looked like this: we acknowledge this isn’t complete and will continue to evolve throughout the project, but it gives us a way to identify who is – and isn’t – at the table.We used that initial map to serve as the basis for which we invited people to the 9/29 briefing, which was an introduction to the community about the project. We also knew that because of the tight timeline, we wouldn’t reach everyone and thus that is where we have been relying on the networks you walk into the room with, to help us. Since that last meeting we’ve held nearly 100 hours worth of meetings with stakeholders that you had referred us to in that initial meeting, and expect to continue to do so (but hopefully taper off as we reach those we need to reach).
- What we’ve ended up thus far, is something like this – a group of about 36-40 committed individuals whom have expressed interest in participating in this project in various ways. This helps us identify where we are lacking and where we are strong.
- This brings us to the ground rules. Before we can do the work together, we should agree on how we will do the work together. We’ve outlined some key factors that we believe are important to create the right conditions for this important work to occur.We can’t spend the time on creating it like we’d want and I think we all agree that there are some common elements we’d all agree to, so we’ve gone ahead and listed them for you as a start.What we’d like from you, is to take a look at the list and see what’s missing, what would you like to add.
- Before I turn it over to Bernice, I’d like to leave you with this. I attended a conference in Boston and heard the superintendent of the Boston Public School system speak. And as she stated the quote above (I replaced her original word, reform, with redesign), she spoke of examples and instances that when the stakeholders – people like us – came together with a common focus and commitment that this is for our students, they started to experience the successes they wanted to see. And despite all the costs, the constraints, the conditions, the concerns the fear of change and the unknown – hope and opportunity emerged when they were willing to put those differences aside for the sake of our children.We know we must change and we also know that we don’t want to. At some level for all of us, there is fear, anxiety, pain. And for us engaging in this change, we know that we too, will have to change as much as the next person.In short, they came together as a community, much like we are now, to do this important work together. There are stories all over the country and the world – Colorado and Boston, Ontario and Finland – where these successes are popping up, where community and schools have partnered to co-create an alternative future. There is no uniform answer, (yet), but it is possible.We cannot do this without everyone at the table. So as we move forward, let’s remember that this is about all of our children – not just the ones that may attend a particular school that you’re affiliated with. We as a community are responsible for virtually the same body of children, no matter what part of the castle complex they attend, what grade level, where they live in the 96744 zip code. This is our issue, and as a community we must come together to address it. Let’s come together to make this complex one with great schools, that parents choose to send their children to.
- The design thinking process – the “how” we are going to get from ‘as is’ to ‘to be’Created by davidkelley of IDEO, we felt this process would work because of 3 elements BB and MZ already knew to be true:9 months is not a lot of time. we needed a tool that would encourage ownership and creativity within the constraint.It is student-focused. (user-centric) allows for different positions to find the common commitment in the heat of itProcess itself engages the community by design. We plan to use the community both in planning and implementation.