9/19/08indian education summit increasing native american student achievement-a success story friday...

9/19/08 Indian Education Summit

Increasing Native American Student Achievement-A

Success Story

Friday September 19, 2008

Indian Education Summit


Presenters

Dr. Tim Mitchell

Superintendent

Chamberlain School District 7-1

Allan Bertram

Grade 7-12 Asst. Principal

Chamberlain School District 7-1


Contact Information

[email protected]

http://tm026.k12.sd.us

http://chamberlain.k12.sd.us

mailto:[email protected]

http://tm026.k12.sd.us/

http://chamberlain.k12.sd.us/


McREL's Taxonomy

Declarative-What do they need to learn?

Procedural-How will they apply it? Experiential-Do they know why it’s important?

Contextual-When will they use it?


McREL's Taxonomy

Declarative knowledge- participants will leave with new knowledge about effective instructional strategies associated with increased Native American student achievement.

Procedural knowledge- participants will be introduced to processes that help develop effective instructional strategies associated with increased Native American student achievement.


McREL's Taxonomy

Experiential knowledge- participants will understand why it is important to emphasize the use of researched-based instructional strategies associated with increased Native American student achievement.

Contextual knowledge- participants will be asked to implement researched-based instructional strategies associated with increased Native American student achievement during the 2008-09 school year.


Where were we at?

Spring 200327% of Native American students tested

were Advanced/Proficient in Math45% of Native American students tested

were Advanced/Proficient in ReadingNative American subgroup did not make

AYPElementary & Middle School on NCLB

ALERT


Where are we now?

Spring 2008

67% of Native American students tested were Advanced/Proficient in Math

80% of Native American students tested were Advanced/Proficient in Reading

Native American subgroup makes AYP

CSD 7-1 has 1st Clean NCLB Report Card


What Have We Done?

Focus on Three Areas:

– Student Achievement

– Safe and Secure Environment

– Cultural Diversity Initiatives


Building Capacity

“Schools improve when purpose and effort unite. One key is leadership that

recognizes its most vital function: to keep everyone’s eyes on the prize of improved

student learning”

Mike Schmoker


Mission Statement

It is the mission of the Chamberlain School District 7-1 to provide its students with well rounded opportunities

designed to offer a quality education and to ensure that every child has experiences that promote growth and meet their individual needs. Through mutual respect

within the total school community, our children will grow and learn in a safe and secure environment where

faculty, staff, parents, and students together are enthusiastic about the teaching/learning process. The

overall program is designed to stimulate intellectual curiosity, require students to demonstrate that they have

learned how to learn and enable them to become productive and effective citizens in the real world.


Vision

We believe that the most promising strategy for achieving the mission of the CSD 7-1 is to develop our capacity to function as a professional learning community. We envision a school district in which staff:– Unite to achieve a common purpose and clear goals;– Work together in collaborative teams;– Seek and implement promising researched-based

strategies for improving student achievement on a continuing basis;

– Monitor each student’s progress; and– Demonstrate a personal commitment to the academic

success and general well-being of all students


What it takes to keep good people

According to a survey by the American Management Association, here are the four most cited incentives:– Sending employees to conferences and

seminars– Tuition Reimbursement– Skills Training– Pay for Performance


Pay for Performance

• Training Stipends

• Stipends for extra duties

• Educational Excellence Grant Program

• TCAP Program

• Alternative Teacher Pay Strategy Committee


Building Capacity

• If a job is satisfying, then the result will be commitment to the organization

• The average person learns under proper conditions not only to accept but to seek responsibility

• Imagination, creativity, and ingenuity can be used to solve work problems by a large number of employees


Building Capacity

• Use of methods based upon research

• To train and develop each worker

• Cooperation to ensure methods are implemented

• To divide the work evenly


Building Capacity

To create conditions for you to succeed by helping you find meaning, increased skill development and personal satisfaction in making contributions that simultaneously fulfill your own goals and the goals of the

organization


Learning is the Work

“Educational change depends on what teachers do and think—it is as simple and complex as that”

Fullan



The best way to improve a school or district is by

developing the people within it



South Dakota public school districts that are the most innovative and those that

have the ability to sustain school reform and organizational change have

greater professional development capacity.



Instructional Leadership**Personal Professional Growth Plans**

Preservice/Inservice/Days Built into Calendar Summer Retreats & WorkshopsAfter School WorkshopsTuition Reimbursement ProgramMasters Degree Program National Board Certified TeachersNational Convention AttendanceEarly Release/Late StartFaculty Meetings



Most organizations already have all the knowledge they need to improve, they simply do not implement what they already

know



“Why does knowledge of what needs to be done so frequently

fail to result in action or behavior that is consistent with that

knowledge?”Pfeffer & Sutton



The answer to the knowing and doing problem is deceptively simple: embed more of the process of acquiring new knowledge in the actual doing of the

task and less in the formal training. If you do it then you know it.



The Key:

Address core goals and tasks with relentless consistency, while at the same time learning continuously how to get better and better at what we do.



The secret lies in our integration of the precision needed for consistent

performance (using what we already know) with the new learning required

for continuous improvement



Accenture Tiger Woods ad:

“relentless consistency 50%; willingness to change, 50%”


Data Retreat

Four categories of data are needed:

student achievement

demographic

program

perceptions

Annual Data Retreat-August

Faculty Mini-Data Retreat-September


Confront the Brutal Facts

Working in teams we should:Focus substantially-though not exclusively

on assessed standards. Review simple, readily available achievement data to set a limited number of measurable goals in the lowest scoring subjects or courses and target specific standards where achievement is low within that course or subject


Goal Setting

Gathering and analyzing data enables you to identify areas of improvement and

determine gaps between current reality and goals.

Focus is critical to success, and so is alignment. Aligning school improvement

goals is an important prerequisite for making professional development work.


Data & Goals-Now What?

Once student learning goals are defined, you must determine what instructional strategies teachers might use to help

students achieve them.

What does the research indicate about how students best learn this content or

accomplish this goal?


Implement New Strategies

What do staff need to know and be able to do in order to implement this instructional

strategy?

What are teachers’ current competencies?

What theory, knowledge and skills do staff need?


Instructional Strategies

Collaborative Teaching Model Grades K-6

Grades K-6 incorporate a collaborative teaching model that utilizes a Reading/Math Specialist for each grade level. All staff grade K-6 have been instructed in SD READS and are now

participating in SD COUNTS. The Reading/Math Specialists co-teach with the regular classroom teacher in Reading and

Math.



Project PAWS

Project PAWS (Programs & Pupils After/Before School Winners in School Success) conducts extended learning opportunities that include

before school, after school and summer school programming. The hours of the before school

program will be 7:30 AM-8:30 AM. The hours of the after school program are 3:30 PM-6:00 PM. Summer school program runs six weeks in June

and July.



Project PAWSGoal One: To provide extended learning

opportunities to enable students to meet the South Dakota K-6 Reading standards.

Goal Two: To provide extended learning opportunities to enable students to meet the South Dakota K-6 Mathematics standards.

Goal Three: To promote an appreciation of the culture around them, to promote a healthy lifestyle through recreation and to develop an appreciation for the arts.



Fast ForWord The Fast ForWord program develops brain processing

efficiency through intensive, adaptive exercises. Fast ForWord products offer tested, real-world results for educators and specialists around the globe. The program develops and strengthens memory, attention, processing rate, and sequencing—the cognitive skills essential for learning and reading success. The strengthening of these skills results in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader.



Achieve 3000TeenBiz™ provides a Web-based, individualized reading

and writing instruction solution for grades 5-12 that reaches every student at his or her Lexile level. Powered

by software that distributes assignments to the entire class, but tailors them according to each student's reading level, TeenBiz enables teachers to easily

customize content and monitor student progress over time. Perhaps most important of all, TeenBiz is proven to accelerate reading comprehension, writing proficiency, vocabulary development and high-stakes test scores.

http://www.achieve3000.com/article/a3k/index.php?c=5&sc=15



Catapult-ESA 3

Catapult Learning is one of the nation’s leading providers of educational services to students in public schools. Catapult Learning partners with public schools and

school districts to provide research-based educational and support services designed to improve the

performance of at-risk students. Catapult Learning’s experience in producing academic results, as well as its long-standing commitment to closing the achievement

gap, creates a unique position for the company to partner with schools and school districts to help

thousands of students succeed.


Instructional StrategiesCurriculum Mapping-Tech Paths

An on-going process for planning, implementing, and reflecting on student learning.

It is a calendar-based process for collecting authentic curriculum data from classrooms. Curriculum Mapping creates a database which

records the “operational” curriculum within each classroom throughout the school system. It provides the basis for authentic

examination of that database.Proven use increases student achievement

Provides students a seamless journey in their total K-12 experienceGenerates a vital database of the operationalized curriculum allowing

for data driven decision making


Curriculum Mapping on the Edge

“Curriculum mapping makes teachers’ work transparent. This transparency can make mapping seem threatening. It also becomes a key tool for sustaining PLCs. Mapping becomes an electronic town square where educators can collaborate and exchange ideas”

Heidi Hayes Jacobs



The most promising strategy for sustained substantive school

improvement is building the capacity of school personnel to function as a

professional learning community. The path to change in the classroom lies

within and through professional learning communities.

Rick DuFour PresentationASCD Pre-conference, 2004


Collaborative Culture

“Successful schools are places where teams of teachers meet regularly to focus on student work through assessment and

change their instructional strategies accordingly to get better results”

Fullan


Three Critical Questions

Exactly what is it we want all student to learn?

How will we know when each student has acquired the essential knowledge and

skills?

What happens in our school when a student does not learn?



“Good is the enemy of great, and that is one of the key reasons

why we have so little that becomes great”

Jim Collins


Questions

9/19/08indian education summit increasing native american student achievement-a success story friday...

Documents

native american students

student achievementsafe

school year

total school community

new knowledge

aypelementary middle

use of researched

effective citizens