Professional Development at Aiea High School Aiea High School Rory Vierra

Increasing communication between the classroom and home through the use of online grading and the Aiea High School website. Aiea High School Rory Vierra

Priorities: Explanation of the Issue WASC Self Study Accreditation Report AFP – Goal 3: Continuously improve the effectiveness, efficiency and responsiveness of the educational system. – Improve communication and involvement with parents and community.

Priorities: Explanation of the Issue JupiterGrades School YearParent Usage % Student Usage % – 2013*

Priorities: Explanation of the Issue Communication between teachers, parents, and students concentrated at the 9 th grade level through JupiterGrades. Teachers at the higher grade levels given option to participate in online grading / website programs. System administrator for the Website and online grades were only at the teacher level.

Theoretical Perspective Epstein’s Types of Parental Involvement – Type 1 : Obligation of parents – Type 2 : Obligation of schools (communication) – Type 3 : Involvement at school (communication) – Type 4 : Involvement at home (information of instruction) – Type 5 : Decision Making (information of governance) – Type 6 : Collaboration with Community

Theoretical Perspective “Technology affords parents the opportunity to discover what their children are doing in school without having to be visible, thus fostering independence in their adolescent students.” Rutherford and Billig (1995)

Theoretical Perspective “…each survey revealed similarities in ownership of cell phone and computer technology but differences in the usage of these technologies by parents and teachers.” Rogers and Wright (2008)

Action : Professional Development John Kotter’s 8-step process This business model to organize change is based on following eight components: Create urgency Form a Coalition Create a Vision for Change Communicate the Vision Remove Obstacles Create Short-term wins Build on the Change Anchor the Changes in the Culture

Action : Professional Development John Kotter’s 8-step process This business model to organize change is based on following eight components: Create urgency Form a Coalition Create a Vision for Change Communicate the Vision Remove Obstacles Create Short-term wins Build on the Change Anchor the Changes in the Culture

Action : Professional Development John Kotter’s 8-step process This business model to organize change is based on following eight components: Create urgency Form a Coalition Create a Vision for Change Communicate the Vision Remove Obstacles Create Short-term wins Build on the Change Anchor the Changes in the Culture

Action : Professional Development John Kotter’s 8-step process This business model to organize change is based on following eight components: Create urgency Form a Coalition Create a Vision for Change Communicate the Vision Remove Obstacles (Professional Development) Create Short-term wins (Professional Development) Build on the Change (Professional Development) Anchor the Changes in the Culture

Action : Professional Development John Kotter’s 8-step process This business model to organize change is based on following eight components: Create urgency Form a Coalition Create a Vision for Change Communicate the Vision Remove Obstacles Create Short-term wins Build on the Change Anchor the Changes in the Culture

Data Website – Page visitation Online Grading – Student logins by specific ID – Parent logins by parent ID

Data Website – Page visitation Online Grading – Student logins by specific ID – Parent logins by parent ID

Data Website – Page visitation Online Grading – Student logins by specific ID – Parent logins by parent ID

Data Analysis WEBSITEbulletin boardclasses/ homeworkhome page AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY %283%40%

Data Analysis WEBSITEbulletin boardclasses/ homeworkhome page AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY %283%40%

Data Analysis WEBSITEbulletin boardclasses/ homeworkhome page AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY %283%40%

Data Analysis WEBSITEbulletin boardclasses/ homeworkhome page AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY %283%40%

Data Analysis JUPITER GRADESSTUDENT %PARENT %STUDENT AND PARENT % AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY MEAN

Data Analysis JUPITER GRADESSTUDENT %PARENT %STUDENT AND PARENT % AUGUST SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL MAY MEAN

Summary of Findings JupiterGrades: Initial training during the first quarter sufficient to sustain parent and student usage throughout the school year. Website: Ongoing training throughout the school year needed to inform parents.

Future Action Critical Control Points Teachers: 1.Establish research based grading systems 2.Address the anxiety level of teachers 3.Establish common grading policies and procedures 4.Survey parents of preferred method of communication

Future Action Critical Control Points Parents: 1.Preferred method of communication 2.Access to technology

Future Action Students: 1.Increase in academic success (GPA, athletic qualifiers, promotion rates) 2.Decrease in retention of students

Bibliography Epstein, J. L. (1988). How do we improve programs for parent involvement? Educational Horizons, 66(59), Rutherford, B., & Billig, S. H. (1995). Eight lessons of parent, family, and community involvement in the middle grades. Phi Delta Kappan, 77(1), Rogers, Reenay R.H. & Wright,Vivian H. (2008) Assessing Technology’s Role in Communication between Parents and Middle Schools, Electronic Journal for the Integration of Technology in Education, Vol. 7, 36-58