Kainoa Hopfe, Teacher, NHIS Marie Pineda, Teacher, NHIS Robyn Faumuina, Teacher, NHIS Bernice Kihara, Retired Literacy Coach Implementing Change through Learning: Addressing Informational Writing and Classroom Practices to Support the SLO Processes 1

Outcomes Content: Working towards sustained school improvement Process: Integration of action research within a professional learning community Product: Establishing a culture for teaching and learning that enables all students to learn All leading to the SLO Processes 2

Culture for Teaching and Learning ContentProcessProduct 3

School Context School in continuous improvement 71% Native Hawaiian students ◦n= % ELL 25.4% Special Education 72.7 % participation in Free and Reduced Meal Program 4

Message Action research continually challenges the researcher to reflect on the process to determine what needs to happen next in the researcher’s learning and in the learning process of those who will benefit from the research. 5

Step 1: Theory of Action Sociocultural Perspective Vygotsky, psychologist, 1920s People do not exist in isolation, but are constantly interacting with other and the environment to develop higher orders of thinking and being Knowledge of an individual is constructed through the knowledge of the social group to which the individual belongs 6

Theory of Action, cont. Sociocultural Perspective Teacher learning and activities grow out of the participation in the social practices of the classroom; Teacher knowledge is dependent on the knowledge of self, setting, students, curriculum, and the community. 7

Step 2: Determining Participants Teachers from the Physical Education Department Curriculum Coordinator School Administrators Facilitator: Site Based Coach 8

Step 3: Method Met twice a week during regularly scheduled Professional Learning Community Established norms for respectful inquiry, dialogue, reflections 9

Step 4: Finding a Focus Build capacity within the school site Empower non-ELA teachers to implement literacy strategies within the scope of their professional practice Continue to build skill and professional practice in the data-teams processes Continuous School Improvement 10

Step 5: Developing an Inquiry: What impact will a Critical Friends Group have on the teaching and professional growth of members of the group? Analysis of Student Work through Data Team Process, a component of the SLO process 11

Step 6: Developing a Belief Statement “Answer questions so that a person who has no knowledge of the subject understands what you know and hope to know, and it has a flow to the development of the knowledge and understandings.” 12

Step 7: Where Are We Now? (Formative Assessment) What are we currently doing in our classrooms in the area of informational writing? (Baseline data) What kind of pre-assessment data will guide our instruction and SLO development? 13

Step 8: Developing a Common Understanding of Informational Writing Deconstruction of Informational Writing – found in Appendix A of the Common Core State Standards 14

Step 9: Developing Success Criteria / Critical to the SLO Processes Defining quality work Aligning to the Common Core performance indicators Developing rubrics 15

Step 10: Tuning Protocol / Data Team Process Followed Tuning Protocol Identified strong and weak work Established SMART goals 16

Step 11: Action Planning Developing instructional action planning to support students Inquiry: What high leverage writing strategies can be embedded into our instruction? (Goal: to develop a notebook with high leverage writing strategies and resources) 17

Evidence of the SLO Process How did we document our journey through the lens of a critical friend? SLO Document Evidence Template Teacher Evidence Portfolio Identifying anchor papers Developing SMART goals Developing and implementing instructional action plans 18

Step 12: Summative Assessments and Curriculum Mapping for SY Inquiry: What will be the next steps for next school year? 19

Step 13 Data Continuous School Improvement 1. Professional Learning 2. Evidence-Based Strategies 3. Application of Learning 4. Use of Evidence to support the learning for teachers and students 5. Evaluation of Results 20

Step 13 Change in Practice 21

Teacher Reflection Reflective teaching is a cyclical process that involves asking the following: What are your instructional practices? Why are you incorporating these instructional practices? How are students responding? What did I learn from my students? What will I do differently in the future? 22

Teachers’ Perspectives ~Data is used to refine and improve implementation vs. just to evaluate~ ~Get students involved in process; let them know SMART goals~ ~Our initial action research supported the SLO Process.~ 23

Culture for Teaching and Learning ContentProcessProduct 24

Outcomes Content: Working towards sustained school improvement Process: Integration of action research within a professional learning community Product: Establishing a culture for teaching and learning that enables all students to learn 25