LEILEHUA HIGH SCHOOL
Evolution of Systematic
Data Collection
Aloha Coleman - Principal
Kerry Kawamura – DIR. of Curriculum/Instruction
Ti s h a Ya m a s a k i - D I R . o f C u r r i c u l u m / I n s t r u c t i o n
Dion Cabalce- School Service Assistant
H a r m o n y P a z - S c i e n c e Te a c h e r
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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!!!
PURPOSE & DESIRED OUTCOMES
K. Kawamura
SYSTEMATIC DATA COLLECTION
SCHOOL YEAR 2009-2011
QUALITY PERFORMANCE TARGET REPORT
SCHOOL WIDE DATA
DEPARTMENT LEARNING TEAM DATA
CURRICULAR TEAM SUMMARY
QPTR DATA ANALYSIS
DH WALKTHROUGH OBSERVATION TOOL
D. CABALCE
Data Teams (Year 1)
• Bell Schedule
• LT Schedule
• Facilitator Handbook
• Team Evidence Binder
HOW
Leadership, Humility, Service … The Leilehua Way
School Year 2011-2012
Common Course Collaboration Time: Periods 1, 3, 5, 7
Quarter 1
Quarter 2
8/5 (Fri)
8/8 (Mon)
8/12 (Fri)
8/15 (Mon)
8/22 (Mon)
LT (Curricular)
QPTR
LT (Curricular)
PD- Facilitator Training
LT (Data)
10/12 (Wed)
10/14 (Fri)
10/17 (Mon)
10/21 (Fri)
10/24 (Mon)
PD
PD (Technology)
QPTR data collection/analysis
QPTR
LT (Curricular)
8/26 (Fri)
8/29 (Mon)
PD-Diana Day
LT Instructional
10/28 (Fri)
10/31 (Mon)
LT (Curricular)
LT (Data)- Individual data collection/analysis
9/2 (Fri)
9/9 (Fri)
LT (Curricular)
LT (Data)
11/4 (Fri)
11/7 (Mon)
LT (Data)
LT (Instructional)
9/12 (Mon)
LT (Instructional)
11/14, 11/16,
11/18
Parent Conference Week (Prep Time)
9/16 (Fri)
LT (Curricular)
11/21 (Mon)
LT (Curricular)
9/19 (Mon)
Writing Rubric
11/28 (Mon)
LT (Curricular)
9/23 (Fri)
Quarterly Best Practice Forum
12/2 (Fri)
Writing Rubric
12/5 (Mon)
12/12 – 12/16
Data Forum- Sharing of data teams process
Finals Week (Prep Time)
Note: ALL Wednesdays are LT (Curricular) meetings.
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Reference guide
Explanation of data process at LHS
Roles of team members
Guidelines for effective collaboration
Samples
Forms
Effective instructional strategies
FACILITATORS
LHS Data Forum – 2011 (2nd Quarter)
_______________ Learning Team
Collect/Chart Data
What did you collect data
on?
Analyze Data (Strengths,
Weaknesses, trends)
What were some patterns,
categories, or trends that
emerged from the data?
SMART Goals
What SMART Goal(s) did
you agree upon?
Identify Instructional
Strategies
What strategies did you
agree upon trying?
What are some actions we
will take as a result of our
conclusions?
Determine/Identify
Results Indicators
How will we know if the
strategies are working?
What evidence do we
expect to see from students
as a result of instruction?
5-STEP DATA
PROCESS
• 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
Learning Team Evidence
• Initial Buy-in
• Overwhelmed
• Unsure of what type of data to
collect
• 5-step data process
CHALLENGES
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)
ADJUSTMENT
HSA - ENGLISH (Rd. 2 & 3)
600
532
512
513
500
400
369
345
314
Totals (Rd 2)
Totals (Rd 3)
300
NCLB Goal
198
200
187
123
123
100
62
54
61% 65% 72%
50%
44%
0
# of Students
#Passed
# Not Passed
% Passing
Goal
# Approach
% Approach
HSA - Math (Rd. 2 & 3)
500
481
491
481481
450
400
350
308
300
277
265
245
250
Totals Rd. 2
246
Totals Rd. 3
NCLB Goal
Safe Harbor
204
200
150
131
104
131131
104
100
61
50
79%47%
42%50%64%55%
0
# of Students
#Passed
# Not Passed
% Passing
Goal
# Approach
% Approach
Leilehua High School
HSA Math Intervention Plans 2011-2012
1. All 10th grade students who did not pass the HSA on the first two rounds will be
required to do an HSA packet over spring break.
· Accurate completion of the packet will count towards a test grade. Students who
have already passed the HSA will automatically receive a 100% for the test.
· Packets will be due March 19th for odd periods and 21st for even periods.
· Upon return, HSA practice quizzes will be used as a review to address some of
the deficiencies that were identified.
· Assistance will be provided on the packets if students need by the extended
quarter teachers during the break. Students must come on their own time.
2. Students outside the lab, will be addressed by doing “pullouts” based on the take home
packets.
· Pullouts will be done by the classroom teacher while coverage will be provided
for the class.
· Pullouts will be done once a week for the last half hour of class till the week of
April 16th to the 20th.
· We will try to schedule the pullouts to occur on Thursdays and Fridays.
3. Math workshop teachers will be given 2 sub days to plan curriculum for 4th quarter to
strictly focus curriculum on preparing students for the final HSA.
· This will be a good review for ALL students whether they are in Algebra or
Geometry.
· Teachers will give the packet to those who didn’t pass over the break and use data
from the packet to make adjustments for curriculum during 4th quarter.
Intervention Data
Potes-3
4%
9%
87%
Miyamoto-3
16%
27%
57%
Groves-3
7%
40%
53%
6
41
16
21
37
27
31
58
0%
9%91%
4
Chun-3
20%
15%
65%
Akagi-Bustin-3
39
7
13
47
43
20
% Well Below
% Approach
% Passing
# Not Passed
#Passed
# of Students
Potes-2
15%
81%
Miyamoto-2
29%
49%
Groves-2
63%
24%
Chun-2
32%
66%
Akagi-Bustin-2
20%
60%
0
7
9
39
10
1718
35
37
45
14
14
15
4
8
29
12
10
48
59
44
20
20
30
40
50
60
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
TEACHER
IMPLEMENTATION
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
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
SUCCESS
IN THE
CLASSROOM
• 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
NEXT STEPS
T. Yamasaki
• 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
ADDRESS AREAS OF
CONCERN
Concern: The predetermined learning
time calendars were too
restrictive.
Next Step:
Collaboration teams
will design their own
schedule to meet their
needs
FLEXIBILITY
Concern : Teachers wanted to see what their
colleagues do in their classes
• Began in 4th 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
TEACHER
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
TEACHER
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.
TEACHERS
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
ELECTIVE
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
PROFESSIONAL
DEVELOPMENT
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
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
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
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
NEXT STEPS FOR STEM
AT LEILEHUA
STEM teachers to implement their STEM units during the first semester of the 20122013 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
THANK