For several years now, we've been waiting for SBAC and PARCC to complete their assessments based on the Common Core State Standards. We heard that SBAC would be good for Hawaii, that we would see how our students compared to schools in other districts or states across the nation. We would be comparing apples to apples, not apples to oranges. Because of our school's highly transient population with students who have attended different schools before enrolling at ours, I looked forward to having something other than NAEP to share with parents when they expressed concern that their child would be behind when they returned to the mainland.
Last year, our 3rd, 4th, and 5th grade teachers volunteered to pilot the SBAC. At that time, they shared that the assessment was difficult, that students did not have sufficient time to complete the performance task, and that it was challenging to navigate the assessment on the computer. They were honest and provided feedback about their concerns. We hoped there would be changes because we knew that this year, student assessments would be graded and scores shared publicly.
Yesterday, our school assessment team had an opportunity to review the SBAC requirements as well as the practice tests and performance tasks. As I realized the amount of time that will be expended to prepare for the assessment, I became increasingly concerned. It isn't just preparing to take the SBAC that concerns me. It's the amount of testing time needed to ensure that our students can be successful; it's the labor required to ensure the fidelity of the devices so technology doesn't impede our students while they're taking the assessment; it's preparing each student's individual account to check off the appropriate accommodations for each student; it's the test items themselves and whether it is realistic to expect students as young as third grade to have the computer skills to successfully complete the assessment tasks.
Click on the SBAC practice test link and choose a grade and the performance task for math or English Language Arts. I did, and it immediately raised concerns for me. I consider myself pretty competent in navigating between on-line documents, but expecting that of 8-year-olds is unrealistic. (In fact, I personally still prefer to have paper copies of the readings so I can compare them side-by-side.) Students can highlight or take notes on what they read, but they won't know what to take notes on if they don't know what the task is that they will be asked to complete. (That's a strategy we teach our students - read the question or know what is expected at the end so there is a purpose for reading.) When students finish one section, they cannot go back to it, even if they want to clarify their answer. (How many times do we, as adults, save our document so we can go back to revise it?) Asking students to sit for long periods of time is unrealistic, yet that is what is expected. (As an adult taking the practice test, I had difficulty getting through the instructions, the articles, and the constructed responses.)
Our classroom teachers encourage higher level thinking skills, collaboration, and creativity; we allow multiple ways for students to share what they have learned including the use of technology or Web 2.0 tools. SBAC expects only one way for students to show what they've learned - through writing - and this could be a challenge, especially for those who struggle with reading or writing. My concern is that any high-stakes assessment will not favor the out-of-the-box thinker or the person who may learn in a different way.
The truth is that millions of dollars have already gone into the creation of these assessments and millions more will be paid by states or districts as implementation begins this school year. While I understand that communities deserve to know how their school measures up against others, I fear that a focus on high test scores could come at the expense of a well-rounded curriculum where the individuality of each student is nurtured and appreciated. Is this what we want for our kids?
Thursday, November 27, 2014
Saturday, November 22, 2014
Thanksgiving Appreciations
I thought I'd share an old post, one that I wrote when I first started blogging. I re-read it, and it is as relevant today as it was two years ago and shares my appreciations for our Hale Kula family.
Giving Thanks - first posted on November 17, 2012
As we approach a three-day school week to celebrate Thanksgiving, this is a perfect opportunity to reflect on my principalship at Hale Kula and all that I am thankful for. What makes a school special and unique is its people, and Hale Kula is no exception.
All of my schooling has been here in Hawaii, and I can't imagine being uprooted in the middle of the year and having to go to a new school, make new friends, learn new rules, procedures, and curriculum, and adjust to these new surroundings. Yet our Hale Kula students are asked to do this not once but multiple times in their school careers. More often than not, this is occurring while a parent is attending training or is deployed. Our students make the best of their situation even while they are missing a parent who may be off-island for training exercises or who may be deployed and in harm's way. I marvel at their resilience, and my hope is that they will take what they've learned at Hale Kula about aloha, lokahi, kokua, `ohana, kuleana, and malama and share it with others when they leave Hawaii.
I am grateful to the Hale Kula parents who support our school and trust us with their children. Military parents' lives are so different from what I experienced as a young mom when I had family and friends to support me. Being uprooted from their system of support is a challenge, and their confidence in our school to take care of their children is a responsibility we take seriously. To the soldier parents who have committed to serving and protecting our nation, I send my heartfelt thanks. And to the spouse who is left behind to take care of the home and the family while the soldier is deployed, you deserve kudos for all you do. It takes a strong person to accept and adapt to military life and often, you turn every new change of duty station as an adventure and a learning opportunity for your family. Mahalo for all you do.
I am so honored to be at a school with such a great staff. I love going to work every day because I work with people who care about our school as much as I do. Others may not realize the challenges of working with a highly transient military population, but your commitment and pride in your work is what makes our school so special. I hope you realize the positive impact you have, long after the students and families have left Hale Kula and Hawaii. I am truly proud to be part of our Hale Kula `ohana.
May all of you have a wonderful Thanksgiving holiday!
Giving Thanks - first posted on November 17, 2012
As we approach a three-day school week to celebrate Thanksgiving, this is a perfect opportunity to reflect on my principalship at Hale Kula and all that I am thankful for. What makes a school special and unique is its people, and Hale Kula is no exception.
All of my schooling has been here in Hawaii, and I can't imagine being uprooted in the middle of the year and having to go to a new school, make new friends, learn new rules, procedures, and curriculum, and adjust to these new surroundings. Yet our Hale Kula students are asked to do this not once but multiple times in their school careers. More often than not, this is occurring while a parent is attending training or is deployed. Our students make the best of their situation even while they are missing a parent who may be off-island for training exercises or who may be deployed and in harm's way. I marvel at their resilience, and my hope is that they will take what they've learned at Hale Kula about aloha, lokahi, kokua, `ohana, kuleana, and malama and share it with others when they leave Hawaii.
I am grateful to the Hale Kula parents who support our school and trust us with their children. Military parents' lives are so different from what I experienced as a young mom when I had family and friends to support me. Being uprooted from their system of support is a challenge, and their confidence in our school to take care of their children is a responsibility we take seriously. To the soldier parents who have committed to serving and protecting our nation, I send my heartfelt thanks. And to the spouse who is left behind to take care of the home and the family while the soldier is deployed, you deserve kudos for all you do. It takes a strong person to accept and adapt to military life and often, you turn every new change of duty station as an adventure and a learning opportunity for your family. Mahalo for all you do.
I am so honored to be at a school with such a great staff. I love going to work every day because I work with people who care about our school as much as I do. Others may not realize the challenges of working with a highly transient military population, but your commitment and pride in your work is what makes our school so special. I hope you realize the positive impact you have, long after the students and families have left Hale Kula and Hawaii. I am truly proud to be part of our Hale Kula `ohana.
May all of you have a wonderful Thanksgiving holiday!
Friday, November 21, 2014
"My Profession No Longer Exists"
I was engaged in a rich discussion with a teacher this afternoon to discuss an observation I conducted with her as part of our teacher evaluation system. Although the process can be time-consuming, the end-result is an honest conversation about the classroom, the students, the successes, and the challenges as well as the growth of the teacher. I honestly can say that I enjoy these reflective conferences and the opportunity to get to know the teacher better.
Then I went to check on my email. My husband had sent me a link to an article, and I was curious; he rarely sends me links, especially those about education. It was an article that was printed in the Daily Kos titled,"Teacher's resignation letter: 'My profession . . . no longer exists' first published in April 2013. As I read the letter in its entirety, I was saddened. Here was someone who clearly was proud to be a teacher. He devoted 40 years to the profession, and now he was quitting because he lost faith in the system and the leadership at his school and in his district.
I have read many letters or blogs from disgruntled educators who feel we have lost our way. There are so many things to complain about - the Common Core State Standards, high-stakes testing, ranking of schools based on test scores, the comparison of schools by the public based on those rankings, test scores weighing heavily on teacher and principal evaluations, and the top-down mandates that keep schools and teachers from being empowered to address the needs of their students. I've been a critic, too, and I have been vocal about these concerns with my colleagues or in my blogs.
But even after 40+ years as an educator, I still love what I do. With all the changes taking place and the expectations of the public regarding teaching and learning, we need leaders who will support our teachers so they can do what they have been trained to do -- teach our students so they can gain the skills to reach their maximum potential. This means empowering our teachers to be innovative and to try new ideas in their classroom. It means having a venue for sharing ideas and problem-solving together. It means providing support and learning experiences so teachers can continue to improve. It means building the capacity of our staff so everyone is valued for what they can offer to the group. When we work together towards our common goals, everyone benefits, especially our students!
Being an educator is challenging, but I cannot imagine a more rewarding profession to be in!
Then I went to check on my email. My husband had sent me a link to an article, and I was curious; he rarely sends me links, especially those about education. It was an article that was printed in the Daily Kos titled,"Teacher's resignation letter: 'My profession . . . no longer exists' first published in April 2013. As I read the letter in its entirety, I was saddened. Here was someone who clearly was proud to be a teacher. He devoted 40 years to the profession, and now he was quitting because he lost faith in the system and the leadership at his school and in his district.
I have read many letters or blogs from disgruntled educators who feel we have lost our way. There are so many things to complain about - the Common Core State Standards, high-stakes testing, ranking of schools based on test scores, the comparison of schools by the public based on those rankings, test scores weighing heavily on teacher and principal evaluations, and the top-down mandates that keep schools and teachers from being empowered to address the needs of their students. I've been a critic, too, and I have been vocal about these concerns with my colleagues or in my blogs.
But even after 40+ years as an educator, I still love what I do. With all the changes taking place and the expectations of the public regarding teaching and learning, we need leaders who will support our teachers so they can do what they have been trained to do -- teach our students so they can gain the skills to reach their maximum potential. This means empowering our teachers to be innovative and to try new ideas in their classroom. It means having a venue for sharing ideas and problem-solving together. It means providing support and learning experiences so teachers can continue to improve. It means building the capacity of our staff so everyone is valued for what they can offer to the group. When we work together towards our common goals, everyone benefits, especially our students!
Being an educator is challenging, but I cannot imagine a more rewarding profession to be in!
Tuesday, November 4, 2014
Thoughts about Math Fluency and Homework
Last night, our Response to Intervention coaches planned a Family Math Night to kick off Fact Busters Month at Hale Kula. Teachers have expressed concern that students in the upper elementary grades are still counting on fingers and don't have their facts memorized. But is math fluency about memorizing facts or is it about understanding math concepts and using strategies to get to the answers quickly? A blog by National Council of Teachers of Mathematics President Linda M. Gojak titled "Fluency: Simply Fast and Accurate? I Think Not!" states that students need to build understanding and flexible thinking if they are to become fluent in mathematics.
I enjoyed observing students during the different activities at Family Math Night. There were games for them to practice math fluency, primarily addition facts for students up to second grade and multiplication facts for the older students. Parents encouraged their children to figure out the answers on their own, and some students were quick with their responses. Others struggled, however, and it is those students who need to build understanding and flexible thinking so they can be more fluent in mathematics.
We understand the relationship between fluency in reading and comprehension. We know that if a student has difficulty with decoding and struggles with sight words, reading fluency is negatively affected. The meaning of the sentence or paragraph is often lost when so much effort is spent on figuring out the words.
Likewise, students who have poor fluency in math facts will most likely struggle with problem-solving or other math application skills. The Common Core Standards for Mathematical Practice require students to be able to communicate their understanding and to use effective strategies to solve problems. Math is not just rows of problems with no relevance to real-life. Math should be understood and discussed, much like we discuss literature.
Our RTI coaches, working with students who struggle with math, planned a series of fun "Fact Busters" activities to encourage practicing and becoming more proficient with math facts and strategies. Students are encouraged to practice at home; they are monitoring their own progress. All students took a pre-assessment based on expected grade level targets and at the end of one month, they will take a post-assessment. Our hope is that 100% of our students will show significant gains.
Recently, there has been much discussion - even amongst our Hale Kula teachers - about homework. Some schools have even banned homework. We had a discussion about homework at our school a few years ago, and we never came to an agreement, so no policy was implemented. Personally, I believe that homework should not be stressful for the family. I cringe when I hear that students are taking two hours or more to complete their homework and that parents may not know how to help their child with more rigorous expectations of the Common Core. Homework should be a review of lessons, and if the student cannot complete the assignment independently or explain the instructions to parents, that is an indication that the homework is not appropriate.
Homework should not be drudgery, and it should be a review for students to build their skills. What kinds of "homework" can parents do to help their child with math fluency? Here are a few suggestions: In the car or just before bedtime, play math facts games. Mix up addition and subtraction for younger students and multiplication and division problems for older students. Find apps where children can practice math facts while playing a game such as shooting at UFOs or accumulating points towards a goal. Play games with cards or dice that help students with math facts. Have your child make their own flash cards of math facts they know. Have them review and add more to their pile as they master their facts so they can feel a sense of accomplishment. Ask children how many ways they can get to a specific number. For example, if the number is 5, possible ways would be 4+1 or 10-5 or 10-3-2 or 1/2 of 10. The possibilities are endless! When riding in the car, parents can give their child word problems and have them explain how they got their answer. Or turn it around and have the child think of a word problem using specific numbers and share their answer and how they solved it. There are so many opportunities and possibilities because math is all around us!
I am interested in seeing the results of our "Fact Busters" program and whether continued practice with math fluency will result in higher proficiency scores on our mid-year screening scores for math. One month is not much time to show improvement, but regardless of the results, we will continue to encourage our teachers, students, and parents to schedule time to practice math facts in ways that are fun for everyone.
@NCTM #halekula
I enjoyed observing students during the different activities at Family Math Night. There were games for them to practice math fluency, primarily addition facts for students up to second grade and multiplication facts for the older students. Parents encouraged their children to figure out the answers on their own, and some students were quick with their responses. Others struggled, however, and it is those students who need to build understanding and flexible thinking so they can be more fluent in mathematics.
We understand the relationship between fluency in reading and comprehension. We know that if a student has difficulty with decoding and struggles with sight words, reading fluency is negatively affected. The meaning of the sentence or paragraph is often lost when so much effort is spent on figuring out the words.
Likewise, students who have poor fluency in math facts will most likely struggle with problem-solving or other math application skills. The Common Core Standards for Mathematical Practice require students to be able to communicate their understanding and to use effective strategies to solve problems. Math is not just rows of problems with no relevance to real-life. Math should be understood and discussed, much like we discuss literature.
Our RTI coaches, working with students who struggle with math, planned a series of fun "Fact Busters" activities to encourage practicing and becoming more proficient with math facts and strategies. Students are encouraged to practice at home; they are monitoring their own progress. All students took a pre-assessment based on expected grade level targets and at the end of one month, they will take a post-assessment. Our hope is that 100% of our students will show significant gains.
Recently, there has been much discussion - even amongst our Hale Kula teachers - about homework. Some schools have even banned homework. We had a discussion about homework at our school a few years ago, and we never came to an agreement, so no policy was implemented. Personally, I believe that homework should not be stressful for the family. I cringe when I hear that students are taking two hours or more to complete their homework and that parents may not know how to help their child with more rigorous expectations of the Common Core. Homework should be a review of lessons, and if the student cannot complete the assignment independently or explain the instructions to parents, that is an indication that the homework is not appropriate.
Homework should not be drudgery, and it should be a review for students to build their skills. What kinds of "homework" can parents do to help their child with math fluency? Here are a few suggestions: In the car or just before bedtime, play math facts games. Mix up addition and subtraction for younger students and multiplication and division problems for older students. Find apps where children can practice math facts while playing a game such as shooting at UFOs or accumulating points towards a goal. Play games with cards or dice that help students with math facts. Have your child make their own flash cards of math facts they know. Have them review and add more to their pile as they master their facts so they can feel a sense of accomplishment. Ask children how many ways they can get to a specific number. For example, if the number is 5, possible ways would be 4+1 or 10-5 or 10-3-2 or 1/2 of 10. The possibilities are endless! When riding in the car, parents can give their child word problems and have them explain how they got their answer. Or turn it around and have the child think of a word problem using specific numbers and share their answer and how they solved it. There are so many opportunities and possibilities because math is all around us!
I am interested in seeing the results of our "Fact Busters" program and whether continued practice with math fluency will result in higher proficiency scores on our mid-year screening scores for math. One month is not much time to show improvement, but regardless of the results, we will continue to encourage our teachers, students, and parents to schedule time to practice math facts in ways that are fun for everyone.
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| Students and parents practiced math facts using iPad apps at Family Math Night. |
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| Students played a "Math Facts Memory" game against a parent. |
Tuesday, October 14, 2014
Reflections - Empowerment School Tour, October 2014
On Friday, I returned from a whirlwind tour with 26 others to four school districts in five days - Los Angeles Unified School District, Alliance College Ready Public Schools in LA (an alliance of 26 charter schools), Clark County School District in Las Vegas, and Edmonton School District in Alberta, Canada. The visit was capped by a visit to Michael Strembitsy School in Edmonton. What an incredible learning and professional development opportunity for me!
The purpose of this trip was to learn more about school empowerment, defined as placing responsibility for decision-making in the hands of those who are most impacted - those at the school level. Empowerment is more than just being responsible for one's budget. It means engaging the school community in meaningful discussions about how money is spent, staffing decisions, and curricular and instructional decisions to ensure quality teaching and learning at that particular school. It means that schools will be more accountable for their decisions especially those that focus on student achievement.
The larger issue of what school empowerment means and how it is implemented in our Department is being discussed and must involve all of us who value education in Hawaii. We have elements of empowerment through our School Community Councils and the ability to create a Financial Plan to address the needs of our individual schools. However, top-down mandates are still common and can be discouraging to the school especially when they are in direct conflict with the culture of the school.
As a school leader, I work with our school community to address the needs of our school, Every school is unique, and one size doesn't fit all. As the principal of Hale Kula Elementary School, I have the responsibility to ensure that our Academic and Financial Plan reflects the individuality of our school so that all students can be successful.
Sustainability in education is not as easy as it sounds. The Edmonton Public Schools had 22 years under Mr. Strembitsky's leadership as Superintendent. His tenure and strong core belief in school empowerment ensured its sustainability. Principals and leaders in the Edmonton system shared that a few years ago, when a Superintendent brought in an external provider to increase student achievement, that top-down mandate was a challenge for those who had been raised in an empowered system. Today, school communities in Edmonton are once again empowered to create a strategic plan (modeled after the District plan) that is tailored for their school and are accountable for their results.
I do believe that one's experiences as a teacher define how one leads as an administrator. I was fortunate in that I started my career as a Head Start teacher, a program created as part of President Johnson's War on Poverty. We were expected to involve parents in their child's education; we worked hand-in-hand with a social worker and public health nurse to address individual needs of students and families. We had a nutritionist and dental hygienist on staff as well as others who provided services to individual students with special needs. Head Start provided students with a preschool experience so they would be more successful when they started kindergarten. I was empowered as a teacher; I knew the non-negotiables, but I could design my curriculum based on the needs of my students and use data to drive my instruction.
I believe that school leaders must empower our teachers if we want them to empower their students. As a school leader, it is my job to take mandates from the State or District and mold them so they make sense for our teachers. It is not easy to maintain empowerment in the face of top-down mandates, but we have done so by protecting our teachers and encouraging their continued growth as educators in areas they have personally identified for themselves. At Hale Kula, the Common Core State Standards guide our instruction, but teachers have flexibility in how they teach and what resources they use. All grade levels have a matrix for the year and a pacing guide to keep them on-track. Teachers meet to agree on assessment tasks, and they review data to determine next steps. As far as a school-wide focus, we are especially proud of how we are using technology as a tool for teaching and learning. Check out a presentation our library media specialist created to demonstrate how we have empowered our teachers and students to use technology effectively to share their learnings.
Our school vision states "Hale Kula empowers learners to explore, discover, create, and share." This applies to all of us - adults and children - so we can continue to learn and grow.
The purpose of this trip was to learn more about school empowerment, defined as placing responsibility for decision-making in the hands of those who are most impacted - those at the school level. Empowerment is more than just being responsible for one's budget. It means engaging the school community in meaningful discussions about how money is spent, staffing decisions, and curricular and instructional decisions to ensure quality teaching and learning at that particular school. It means that schools will be more accountable for their decisions especially those that focus on student achievement.
The larger issue of what school empowerment means and how it is implemented in our Department is being discussed and must involve all of us who value education in Hawaii. We have elements of empowerment through our School Community Councils and the ability to create a Financial Plan to address the needs of our individual schools. However, top-down mandates are still common and can be discouraging to the school especially when they are in direct conflict with the culture of the school.
As a school leader, I work with our school community to address the needs of our school, Every school is unique, and one size doesn't fit all. As the principal of Hale Kula Elementary School, I have the responsibility to ensure that our Academic and Financial Plan reflects the individuality of our school so that all students can be successful.
Sustainability in education is not as easy as it sounds. The Edmonton Public Schools had 22 years under Mr. Strembitsky's leadership as Superintendent. His tenure and strong core belief in school empowerment ensured its sustainability. Principals and leaders in the Edmonton system shared that a few years ago, when a Superintendent brought in an external provider to increase student achievement, that top-down mandate was a challenge for those who had been raised in an empowered system. Today, school communities in Edmonton are once again empowered to create a strategic plan (modeled after the District plan) that is tailored for their school and are accountable for their results.
I do believe that one's experiences as a teacher define how one leads as an administrator. I was fortunate in that I started my career as a Head Start teacher, a program created as part of President Johnson's War on Poverty. We were expected to involve parents in their child's education; we worked hand-in-hand with a social worker and public health nurse to address individual needs of students and families. We had a nutritionist and dental hygienist on staff as well as others who provided services to individual students with special needs. Head Start provided students with a preschool experience so they would be more successful when they started kindergarten. I was empowered as a teacher; I knew the non-negotiables, but I could design my curriculum based on the needs of my students and use data to drive my instruction.
I believe that school leaders must empower our teachers if we want them to empower their students. As a school leader, it is my job to take mandates from the State or District and mold them so they make sense for our teachers. It is not easy to maintain empowerment in the face of top-down mandates, but we have done so by protecting our teachers and encouraging their continued growth as educators in areas they have personally identified for themselves. At Hale Kula, the Common Core State Standards guide our instruction, but teachers have flexibility in how they teach and what resources they use. All grade levels have a matrix for the year and a pacing guide to keep them on-track. Teachers meet to agree on assessment tasks, and they review data to determine next steps. As far as a school-wide focus, we are especially proud of how we are using technology as a tool for teaching and learning. Check out a presentation our library media specialist created to demonstrate how we have empowered our teachers and students to use technology effectively to share their learnings.
Our school vision states "Hale Kula empowers learners to explore, discover, create, and share." This applies to all of us - adults and children - so we can continue to learn and grow.
Sunday, October 5, 2014
Learning from Other School Districts
The Education Institute of Hawaii was recently formed to discuss issues and impact policies related to improving our public education system. I was asked to be part of a fact-finding traveling delegation to visit Los Angeles Unified School District, Alliance for College Ready Schools (Los Angeles), Clark County School District (Las Vegas), and Edmonton Public Schools. The purpose is to learn more from school districts that successfully implement empowerment and transformative practices as well as to learn about what didn't work and why so we don't make the same mistakes.
The Legislature passed Act 51 back in 2004, and Hawaii schools now receive funding based on a weighted student formula. Schools have some authority over how to spend these funds although most of the allocation is spent on personnel. Each school has a School Community Council whose primary purpose is to assist with developing and monitoring the Academic Plan. Act 51 was supposed to "reinvent" education in Hawaii, but schools have not really changed much.
This was not the case at the two Clark County Schools I visited. One was an International School where students received instruction for half the day in English and for the other half in Spanish. The goal was to have students fully fluent in both languages by the third grade. Another Clark County School I visited is a charter school for Science. The school prides itself on the opportunities it provides for students in STEAM - science, technology, engineering, art, and math. I wonder if this could work in Hawaii, to have some schools specialize and to offer families choices, based on the interests or strengths of the child.
At our pre-trip meeting today, we were asked to think about some of the questions we have. In our delegation, we are a diverse group with different perspectives on education, so there will be a range of questions. Here are a few of the questions I'll be thinking about during our visitations:
- What exactly does school empowerment mean?
- School choice appears to be an important part of these school districts. Can we offer choices in Hawaii? How would school choice work in our statewide system?
- Are parents and the community more invested and involved in their child's education if they have a choice in which one would be the best fit for their child?
- What special training do principals need to be effective administrators in an empowered school system?
- Are there "specialty" schools in these districts (e.g. Gifted/Talented, Performing Arts, etc.)? If so, how are students selected for these schools?
- The State presently is responsible for services such as transportation, food services, special education, and Title I. Who handles these services in an empowered school system?
- And the most important question - Has school empowerment positively impacted student achievement? What does the data show?
This is a great opportunity to positively impact our public school system here in Hawaii, and I am honored to have been asked to participate.
Monday, September 22, 2014
A Plan Going Forward - Improving Literacy at HKES
Tonight is our semi-annual Virtual School Community meeting where we share information about our school and solicit feedback or suggestions from our school community. Last night, I was posting our questions for discussion, and a parent immediately posted his question to the school. I remember that when I shared our results via social media, this same parent asked why our scores were so low because 32% of our 3rd, 4th, and 5th graders were not proficient in reading, and 43% did not reach the goal of 300 points for math.
I realized that a simple answer on our Facebook page would not do justice to this parent's concern. He suggested asking other schools what they were doing to get the kinds of scores they are getting. We have done that . . . when a school has done exceptionally well, I've asked the principal the question. What are you doing to get those kinds of results?
The truth is that there is no one answer. Some schools implement a school-wide language arts or math program, and others do not. Some focus on interventions, and others are just getting started with their Response to Intervention program. Some have high parent involvement and other schools have minimal participation. Some are in higher-income districts, and some have a high number of disadvantaged students. Some have a high percentage of experienced teachers, while some schools have teachers who have fewer years in the Department.
I don't believe in offering excuses; that does not help us to move forward and improve teaching and learning at HKES. But I also am aware that there is no magic bullet to solve our problems, and it could be that what works for another school is not what we need to do at HKES.
So what are we doing at HKES to ensure that our students are successful readers, writers, mathematicians, and thinkers? We are implementing a number of research-based strategies that have been successful in engaging students in their own learning. One such strategy is having students ask and answer higher-level thinking questions before, during, and after an assignment. We also continue to focus on authentic learning such as interdisciplinary units, project-based or problem-based learning, integration of technology and the arts into the content areas (e.g. science or social studies), and differentiated instruction focused on student needs. Our Response to Intervention process is well-grounded in research, and students who need extra help are identified early so they can receive the assistance they need to be successful in the classroom. Recognizing that students learn in different ways, we use manipulatives to teach the concrete, then move on to the representational model to build understanding of concepts. Additionally, we believe that students need to set goals, reflect, and assess their own work and behavior in order to improve.
All teachers are now being evaluated using a system based in part on student and teacher growth. Working hand-in-hand with the administrators and colleagues, teachers will be looking closely at student data and creating a plan so each individual child can meet or exceed proficiency on grade level expectations. We believe that by focusing on what each child needs and providing a relevant and engaging curriculum, we will be more successful in ensuring that students are ready for the next grade level at the end of the school year.
At HKES, students come and go on a daily basis. The challenge for us is to see where they are when they enroll at our school so we can ensure their success whether they continue at Hale Kula or transfer to another school when their family is assigned permanent housing. Because our school has one of the highest transiency rates, this can be a challenge for our staff!
As the principal of HKES, I am committed to providing our staff with the tools and support they need to continue their professional growth which will, in turn, positively impact student achievement. Although I agree that we need to have a system of accountability to compare student achievement, I also believe that test scores alone do not tell the whole story of a school. Through the power of social media, we keep in touch with parents who have shared their children's successful transition to their new schools - those run by the Department of Defense as well as schools all over the nation. We appreciate the opportunity to "talk story" with our parents - virtually or face-to-face. We will continue to seek input on how we can improve; parent participation is such an important component in a student's success in school!
I realized that a simple answer on our Facebook page would not do justice to this parent's concern. He suggested asking other schools what they were doing to get the kinds of scores they are getting. We have done that . . . when a school has done exceptionally well, I've asked the principal the question. What are you doing to get those kinds of results?
The truth is that there is no one answer. Some schools implement a school-wide language arts or math program, and others do not. Some focus on interventions, and others are just getting started with their Response to Intervention program. Some have high parent involvement and other schools have minimal participation. Some are in higher-income districts, and some have a high number of disadvantaged students. Some have a high percentage of experienced teachers, while some schools have teachers who have fewer years in the Department.
I don't believe in offering excuses; that does not help us to move forward and improve teaching and learning at HKES. But I also am aware that there is no magic bullet to solve our problems, and it could be that what works for another school is not what we need to do at HKES.
So what are we doing at HKES to ensure that our students are successful readers, writers, mathematicians, and thinkers? We are implementing a number of research-based strategies that have been successful in engaging students in their own learning. One such strategy is having students ask and answer higher-level thinking questions before, during, and after an assignment. We also continue to focus on authentic learning such as interdisciplinary units, project-based or problem-based learning, integration of technology and the arts into the content areas (e.g. science or social studies), and differentiated instruction focused on student needs. Our Response to Intervention process is well-grounded in research, and students who need extra help are identified early so they can receive the assistance they need to be successful in the classroom. Recognizing that students learn in different ways, we use manipulatives to teach the concrete, then move on to the representational model to build understanding of concepts. Additionally, we believe that students need to set goals, reflect, and assess their own work and behavior in order to improve.
All teachers are now being evaluated using a system based in part on student and teacher growth. Working hand-in-hand with the administrators and colleagues, teachers will be looking closely at student data and creating a plan so each individual child can meet or exceed proficiency on grade level expectations. We believe that by focusing on what each child needs and providing a relevant and engaging curriculum, we will be more successful in ensuring that students are ready for the next grade level at the end of the school year.
At HKES, students come and go on a daily basis. The challenge for us is to see where they are when they enroll at our school so we can ensure their success whether they continue at Hale Kula or transfer to another school when their family is assigned permanent housing. Because our school has one of the highest transiency rates, this can be a challenge for our staff!
As the principal of HKES, I am committed to providing our staff with the tools and support they need to continue their professional growth which will, in turn, positively impact student achievement. Although I agree that we need to have a system of accountability to compare student achievement, I also believe that test scores alone do not tell the whole story of a school. Through the power of social media, we keep in touch with parents who have shared their children's successful transition to their new schools - those run by the Department of Defense as well as schools all over the nation. We appreciate the opportunity to "talk story" with our parents - virtually or face-to-face. We will continue to seek input on how we can improve; parent participation is such an important component in a student's success in school!
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