1. 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 Evolution of Systematic Data Collection

2. 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!!!

3. SYSTEMATIC DATA COLLECTION SCHOOL YEAR 2009-2011 K. Kawamura

5. QUALITY PERFORMANCE TARGET REPORT

6. SCHOOL WIDE DATA

7. DEPARTMENT LEARNING TEAM DATA

8. CURRICULAR TEAM SUMMARY

9. QPTR DATA ANALYSIS

10. DH WALKTHROUGH OBSERVATION TOOL

11. D. CABALCE Data Teams (Year 1) Systematic Data Collection

12. HOW Bell Schedule LT Schedule Facilitator Handbook Team Evidence Binder

13. BELL SCHEDULE Transition from 6 o 7 periods Allows collaboration time within the school day

14. LT SCHEDULE Rotation of PD, data teams, curricular and instructional

15. FACILITATORS HANDBOOK Reference guide Explanation of data process at LHS Roles of team members Guidelines for effective collaboration Samples Forms Effective instructional strategies

16. 5-STEP DATA PROCESS

17. Learning Team Evidence Binder 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

18. CHALLENGES I nitial Buy-in Overwhelmed Unsure of what type of data to collect 5-step data process

19. ADJUSTMENT S 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)

20. DATA

23. MATH INTERVENTION Workshop

25. TEACHER PERSPECTIVE H. NAKAMURA

26. 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

27. 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

28. 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

36. 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

42. NEXT STEPS SCHOOL YEAR 2012-2013 T. Yamasaki

43. 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

44. FLEXIBILITY Concern: The pre- determined learning time calendars were too restrictive. Next Step: Collaboration teams will design their own schedule to meet their needs

45. TEACHER OBSERVATIONS Concern : Teachers wanted to see what their colleagues do in their classes Began in 4 th 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

46. 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

47. 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.

48. 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

49. 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

50. STEM H. NAKAMURA

51. WHAT IS STEM? STEM education integrates the study of science, technology, engineering, and mathematics by using scientific inquiry and engineering design as unifying processes STEM emphasizes innovation and the development of problem-solving, critical thinking and collaboration skills, through student-focused rigorous, relevant, and authentic learning

52. WHY STEM? There is a growing demand for scientists and engineers STEM is necessary for determining Hawaii’s future viability STEM is needed to help prepare our students for the challenges and opportunities of the 21st century global economy

53. STEM AT LEILEHUA HIGH SCHOOL Earlier this year Leilehua High School was chosen as a STEM partnership school As a partnership school we have been working towards becoming a model school for STEM education  We are focusing on classroom practices, creating student-led STEM activities that encourage sharing and collaboration, and emphasizing connections between different courses and real-life applications  A STEM teacher cadre was formed  Four science teachers  Four math teachers  One agricultural sciences teacher

54. ACCOMPLISHMENTS STEM teacher cadre attended three professional development sessions facilitated by the State STEM Resource Teachers on the following topics:  What is STEM?  How to STEM-ify a lesson  Engineering Design Process  Mathematical Practices  Integrated Thematic Units/Project Based Learning  Developing Individual STEM Lessons An increase in the overall understanding of STEM education and how it can be used in our school

55. NEXT STEPS FOR STEM AT LEILEHUA STEM teachers to implement their STEM units during the first semester of the 2012- 2013 SY Continuing professional development with our resource teachers (literacy) Inviting other math and science teachers to join our STEM teacher cadre Developing more STEM units for implementation in the classroom

56. QUESTION S? THANK YOU!