Our Data Wise Journey to PEACE September 2012 to present

1. Our Data Wise Journey to PEACESeptember 2012 to present Oxon Hill Middle School ‘Home of the Kings and Queens’ presenting Team Members Wendell Coleman, Principal Ashanti Foster, Academic Dean May 2, 2013

2. OHMS Mission • We reward excellence and develop college and career-ready students through peace, rigorous instruction, service and nurturing relationships.

3. ADMINISTRATIVE TEAM • Wendell Coleman, Principal • Ashanti Foster, Academic Dean • Victorious Hall, Academic Dean • Rodney Vaughn, Assistant Principal

4. Step 1: Organize for Collaborative Work TEAM & STRUCTURES

5. STEP 1: OUR PROCESS • March 2012 – Visited Fairmont Heights and observed their short assessment cycle program and developed our own cycle Students Capable of Reaching Excellence ‘SCORE’. • After visiting Harvard in the Spring, group norms and protocols put in place during the summer of 2012 by the leadership team. • Norms are used in all meetings, including student leadership.

6. Once SCORE was implemented, surveys and student data showed that SCORE did not meet the needs of the whole child (organization, building relationships, academic conversation). • Students requested a study hall/peer tutoring opportunity in writing and via SGA student petition.

7. Homework rates for completion were below 40% across content areas. • Organization is a skill the entire AVID school is working on. • After various school visits and enrichment mod interviews to Windy Hills Middle School • Teacher brainstorming sessions

8. Step 1: Our Evidence

9. Excerpts from Weekly Eagle Bulletin

10. Foster’s notes from windy hills visit

11. Step 1: Our Reflections

12. Step 2: Build Assessment Literacy INCREASED COMFORT WITH DATA

13. Step 2: Our Process • Content area trainings for the assessing literacy. • Teachers trained to collect and analyze data using Teacher Trackers for short cycle common assessments. • Quarterly full-day meetings with Data Coach by content area to analyze and plan based on data using the appropriate protocols to include CFIP.

14. Step 2: Our Evidence

15. Step 2: Our Reflections

16. Step 3: Create Data Overview PRIORITY QUESTION

17. Step 3: Our Process The focus area for this journey was: Why are kings and queens not completing homework at a proficient rate? • Instructional Team Meeting about HW completion • ‘5 Why’ Protocol during collaborative department meetings Our focus area relates to instruction and narrows the scope of inquiry while remaining broad enough so that all staff members participating in the data overview saw themselves playing a role in it.

18. Step 3: Our Evidence

20. PEACE TIME GROUPS by DATA

21. Step 3: Our Priority Question • Using the CFIP process, teachers identified students that don’t complete homework regularly and scored below average on unit assessments. • We identified the following priority question: How is homework related to the lesson taught and student achievement? Our priority question arose from a collaborative process, relates to instruction, narrows the focus of inquiry, takes into account current resources, and taps into something we are motivated to investigate.

22. Step 3: Our Reflections

23. Step 4: Dig into Student Data LEARNER-CENTERED PROBLEM

24. Step 4: Our Process • Ladder of Inference was used to begin the conversation about lack of homework completion. • Teachers identified factors that we cannot control.

25. Step 4: Our Evidence

26. Step 4: Our Learner-Centered Problem • More homework was reported in mathematics and science courses. • We identified the following learner-centered problem: Kings and queens received a varied amount of homework. Our learner-centered problem is directly related to our priority question, based on digging into multiple data sources, within our control, a statement about student learning (not a question), and specific and small.

27. Step 4: Our Reflections

28. Step 5: Examine Instruction PROBLEM OF PRACTICE

29. Step 5: Our Process • Checklist for informal observations • Peer observations • Observations • Some teachers built the homework-agenda book into their routine • Some teachers only passed out homework on the way out to the next class • Homework was misaligned at times

30. Step 5: Our Evidence • Walkthroughsfor lesson and class closure. • Informal Observations for planning and preparation to align homework assignments with objective.

31. Step 5: Our Problem of Practice • Staff noticed that homework was a worksheet or practice problems 90% of the time. • We identified the following problem of practice: “As teachers, we need know what types of homework yield a deeper understanding of the learning objectives and increase student motivation.” Our problem of practice is directly related to the learner-centered problem, based on evidence found when examining instruction, within our control, a statement about practice (not a question), and specific and small.

32. Step 5: Our Reflections

33. Step 6: Develop Action Plan ACTION PLAN

34. Step 6: Our Process • Visit to Windy Hills Middle Enrichment Time • Carousel Brainstorming Session with Teachers • Developed Educator Norms at Faculty Meeting • Developed King/Queen Norms at Faculty Meeting

35. Step 6: Our Process • Met with Math and Science department to individualize PEACE time remediation groups and days. • Town Hall Meeting with Kings and Queens to include exit ticket

36. Step 6: Our Evidence

37. Excerpt from Weekly Bulletin Teachers and Staff voted on the timing of PEACE TIME. Before the vote, teachers and staff created PEACE TIME Educators norms. The vote was 22-21 in favor of PEACE TIME before the last mod of the day.

38. Teacher-Made Lists

39. PEACE TIME HAS BEGUN!

40. Town hall Meeting with Kings and Queens Students took Cornell Notes from the PowerPoint information and completed an exit ticket as they left the town hall meeting. Three students restated the purpose of PEACE TIME. The grade thumbs up and/or down to show agreeance.

41. Oxon Hill Middle SchoolPEACE TIME Wendell Coleman, Principal Kings and Queens Town Hall Meeting February 2013

42. OHMS Mission • We reward excellence and develop college and career-ready students through peace, rigorous instruction, service and nurturing relationships.

43. What is PEACE TIME? • Daily, 45 minute session • Homework/Reinforcement Time • Individualized Study Hall • Research/Project Completion • Small Group Meetings • Band/Chorus Extension Course

44. Why do we need this? • Increase Homework rates • In-school Study Time • Resources available (lab, research) • Opportunity to start homework • Small Group Tutoring for Math help • Time to Get Organized • Increase Academic Esteem

45. Peace Leader Expectations • Check agenda books in the beginning of PEACE time. • Assist kings and queens with organization. • Have conversations about grades and interests. • Monitor king/queen needs.

46. King and Queen Expectations • Use the restroom BEFORE PEACE time. • Report to PEACE time with agenda and materials needed. • Have something to read everyday. • Request assistance when needed. • Use the 45 minutes wisely.

47. How will it work? Write down assignments in agenda each mod. Bring your binder and all books needed to PEACE TIME. Take out your agenda in PEACE TIME and show it to your PEACE leader. Complete your tasks. Read quietly.

48. PEACE TIME PULL-OUTS Elite 13 CareerPrep Counseling/Remediation Band & Chorus Clubs & Activities AVID College Readiness

49. What do I do if I don’t have assignments for homework? • Read silently. • Organize your binder. • Update your agenda book. • Practice math problems. • Study your notes. • Respect others.

50. PEACE PLEDGE I WILL show cooperation by listening to others. Respect my own rights and those of my sisters & my brothers. I WILL be responsible by doing what I must. Be empathetic by caring and being worthy of trust. I WILL exhibit discipline through my actions and thoughts. Keeping PEACE builds my character and I will stay the course.