diverse populations in small rural schools

Diverse Populations in Diverse Populations in Small Rural SchoolsSmall Rural Schools

Presented by:Presented by:

Amy Trujillo-Conway Amy Trujillo-Conway

Madalena Barboa-ArchuletaMadalena Barboa-Archuleta

IntroductionIntroduction

Amy Trujillo-Conway, 3Amy Trujillo-Conway, 3rdrd Grade Teacher Grade Teacher Level II Teacher- six years teaching experienceLevel II Teacher- six years teaching experience Entire teaching career has been at Union Street Entire teaching career has been at Union Street

Elementary SchoolElementary School 11stst year taught 2 year taught 2ndnd Grade, remainder of instruction in Grade, remainder of instruction in

33rdrd Grade. Grade.

Madalena Barboa-Archuleta, 4Madalena Barboa-Archuleta, 4 thth Grade Teacher Grade Teacher Level III Teacher- eight years teaching experienceLevel III Teacher- eight years teaching experience Entire teaching career has been at Union Street Entire teaching career has been at Union Street

Elementary SchoolElementary School 11stst year taught 5 year taught 5thth Grade, remainder of instruction in Grade, remainder of instruction in

44thth Grade. Grade.

School OverviewSchool OverviewThe population of Union Elementary School is 80 The population of Union Elementary School is 80

Union Elementary is comprised of one 2Union Elementary is comprised of one 2ndnd Grade Class, one 3 Grade Class, one 3rdrd Grade Class, one 4Grade Class, one 4thth Grade class, and one 5 Grade class, and one 5thth Grade class Grade class

Hispanic students comprise 87% of the student bodyHispanic students comprise 87% of the student body

There are 22 identified English Language Learners There are 22 identified English Language Learners

Free breakfast and lunch meals are provided to each childFree breakfast and lunch meals are provided to each child

Union Street Elementary is located in an impoverished Union Street Elementary is located in an impoverished neighborhood within Las Vegas, NM. For the most part, neighborhood within Las Vegas, NM. For the most part, neighborhood pride is absent, as are parks, or libraries neighborhood pride is absent, as are parks, or libraries

Economic hardship is a reality for many students, yet as a whole Economic hardship is a reality for many students, yet as a whole they manage to persevere and earn the highest standardized test they manage to persevere and earn the highest standardized test scores, at the elementary level, in the West Las Vegas School scores, at the elementary level, in the West Las Vegas School District. District.

West Las Vegas West Las Vegas Union ElementaryUnion Elementary School School SStandards-tandards-BBased ased AAssessmentssessment

2004-2005 2004-2005

2005-2006 2005-2006

2006-20072006-2007

West Las Vegas / Union ElementaryWest Las Vegas / Union ElementarySBA (Standards-Based Assessment) ~ Math / Reading / Science SBA (Standards-Based Assessment) ~ Math / Reading / Science

2004-2005, 2005-2006 and 2006-20072004-2005, 2005-2006 and 2006-2007 ALL StudentsALL Students

0

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STATE Math Reading Science

2005 % Proficient 2006 % Proficient 2007 % Proficient

This graph shows the percent of ALL students at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year.

NNMN


2004-2005, 2005-2006 and 2006-20072004-2005, 2005-2006 and 2006-2007 HISPANIC StudentsHISPANIC Students

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This graph shows the percent of HISPANIC students at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year.

NNMN


2004-2005, 2005-2006 and 2006-20072004-2005, 2005-2006 and 2006-2007 ECONOMICALLY DISADVANTAGED StudentsECONOMICALLY DISADVANTAGED Students

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This graph shows the percent of ECONOMICALLY DISADVANTAGED students at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year. NNMN


2004-2005, 2005-2006 and 2006-20072004-2005, 2005-2006 and 2006-2007 ENGLISH LANGUAGE LEARNERSENGLISH LANGUAGE LEARNERS

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This graph shows the percent of ENGLISH LANGUAGE LEARNERS at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year. NNMN


2004-2005, 2005-2006 and 2006-20072004-2005, 2005-2006 and 2006-2007 THIRD GRADE StudentsTHIRD GRADE Students

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This graph shows the percent of THIRD GRADE students at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year.

NNMN


2004-2005, 2005-2006 and 2006-20072004-2005, 2005-2006 and 2006-2007 FOURTH GRADE StudentsFOURTH GRADE Students

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This graph shows the percent of FOURTH GRADE students at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year.

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2004-2005, 2005-2006 and 2006-20072004-2005, 2005-2006 and 2006-2007 Cohort Group - Grade 3 in 05-06 – Grade 4 in 06-07Cohort Group - Grade 3 in 05-06 – Grade 4 in 06-07

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2006 % Proficient 2007 % Proficient

This graph shows the percent of students in a grade level cohort at WLV Union Elementary proficient or advanced for the 2004-2005, 2005-2006 and the 2006-2007 school year.

NNMN

ResourcesResourcesNew Mexico Public Education Department New Mexico Public Education Department

Statistics and Data FilesStatistics and Data Files

http://www.ped.state.nm.us/div/acc.assess/accountability/DistrictReportCard07.htmlhttp://www.ped.state.nm.us/div/acc.assess/accountability/DistrictReportCard07.html

WEST LAS VEGASWEST LAS VEGAS UNION ELEMENTARY SchoolUNION ELEMENTARY School

NWEA MAP DATANWEA MAP DATAFALL 2007FALL 2007FALL 2006 FALL 2006

SPRING 2007SPRING 2007

West Las Vegas ~ Union Elementary West Las Vegas ~ Union Elementary THIRD GRADE NWEA MAP RIT THIRD GRADE NWEA MAP RIT FALL 2007FALL 2007

MedianMedian RIT Achieved vs Typical Achievement RIT Achieved vs Typical Achievement

192195

192193

150

160

170

180

190

200

210

220

230

Math Reading

150

170

190

210

230

Evaluation results for 3rd Grade student population (20 average) show that 3rd grade students scored at or above typical student median performance for Math and Reading.

Typical RIT

3

West Las Vegas ~ Union ElementaryWest Las Vegas ~ Union Elementary THIRD GRADE NWEA MAP RIT THIRD GRADE NWEA MAP RIT FALL 2007FALL 2007


190193

191192

150160170180190200210220230

General Science Science Concepts andProcesses

150

170

190

210

230

Evaluation results for 3rd Grade student population (20 average) show that 3rd grade students scored above typical student median performance for General Science and below for Science Concepts and Processes.

Typical RIT

3

West Las Vegas ~ Union Elementary West Las Vegas ~ Union Elementary NWEA MAP RIT Score NWEA MAP RIT Score Fall 2007/Spring 2007Fall 2007/Spring 2007

3rd Grade Students3rd Grade Students

190 192204

207

200202

150

160

170

180

190

200

210

220

230

Math Reading

Fall 2006 Spring 2007 Typical Spring

This graph shows the median RIT of 3rd Grade student population (18 average) for Fall 2006, Spring 2007 and Typical Spring RIT. The typical fall to spring growth is shown above the group score.

3

Typical

growth 10.9

+ 17

Typical

growth 9.1

+ 12

West Las Vegas ~ Union Elementary West Las Vegas ~ Union Elementary FOURTH GRADE NWEA MAP RIT FOURTH GRADE NWEA MAP RIT FALL 2007FALL 2007


206 206

203 201

150

160

170

180

190

200

210

220

230

Math Reading

150

170

190

210

230

Evaluation results for 4th Grade student population (22 average) show that 4th grade students scored above typical median student performance for Reading and Math.

Typical RIT

4

West Las Vegas ~ Union Elementary West Las Vegas ~ Union Elementary FOURTH GRADE NWEA MAP RIT FOURTH GRADE NWEA MAP RIT FALL 2007FALL 2007


196195

196197

150160170180190200210220230

General Science Science Concepts andProcesses

150

170

190

210

230

Evaluation results for 4th Grade student population (22 average) show that 4th grade students scored below typical median student performance for General Science and at typical student performance for Science Concepts and Processes.

Typical RIT

4

West Las Vegas ~ Union Elementary West Las Vegas ~ Union Elementary NWEA MAP RIT Score NWEA MAP RIT Score Fall 2006/Spring 2007Fall 2006/Spring 2007

4th Grade Students4th Grade Students

211207

201201212 210

150

160170

180190

200

210220

230

Math Reading

Fall 2006 Spring 2007 Typical Spring

This graph shows the median RIT of 4th Grade student performance (21 average) for Fall 2006, Spring 2007 and Typical Spring RIT. The typical fall to spring growth is shown above the group score.

4

Typical

growth 6.5

Typical

growth 8.8

+ 11 + 9

ResourcesResourcesNWEA MAPNWEA MAP

Northwest Evaluation Association Northwest Evaluation Association Measures of Academic ProgressMeasures of Academic Progress

www.nwea.orgwww.nwea.org

Strategy 1 Strategy 1 Team TeachingTeam Teaching

Established working relationships Established working relationships amongst colleaguesamongst colleagues

Class routines are created in 2Class routines are created in 2ndnd Grade and are Grade and are honored in the subsequent gradeshonored in the subsequent grades

Through ongoing professional development Through ongoing professional development teachers apply new research based strategies teachers apply new research based strategies

Writing strategies are taught, expected and Writing strategies are taught, expected and implemented through each grade levelimplemented through each grade level

Core Fidelity (Everyday Math)Core Fidelity (Everyday Math) 90 + minutes of math taught daily90 + minutes of math taught daily

Strategy 2Strategy 2Parent InvolvementParent Involvement

Routine Set Through Grade LevelRoutine Set Through Grade Level Homework FoldersHomework Folders Homework Routine /Home LinksHomework Routine /Home Links Unit Family LettersUnit Family Letters Game PacksGame Packs Parents are welcomed to observe and volunteer Parents are welcomed to observe and volunteer

to help with support and activitiesto help with support and activities

Strategy 3Strategy 3Using Data to Drive Instruction Using Data to Drive Instruction Students are tested using the NWEA MAP Students are tested using the NWEA MAP Assessment at the Beginning, Middle, and End Assessment at the Beginning, Middle, and End of the School Year. This ensures student growth of the School Year. This ensures student growth throughout the year, by targeting weakness.throughout the year, by targeting weakness.

Use of NWEA MAP RIT Scores, which are Use of NWEA MAP RIT Scores, which are aligned to the N.M. Standards and Benchmarks, aligned to the N.M. Standards and Benchmarks, to drive teacher instruction, support and prepare to drive teacher instruction, support and prepare students for introduction of new skills.students for introduction of new skills.

Strategy 3Strategy 3(continued)(continued) Using Data to Drive InstructionUsing Data to Drive Instruction

Use of De Cartes to Support Student NeedsUse of De Cartes to Support Student Needs

De Cartes is a web based continuum De Cartes is a web based continuum instructional tool that provides skills that instructional tool that provides skills that students are ready to learnstudents are ready to learn

Break Down by SubjectBreak Down by Subject AlgebraAlgebra Data Analysis & ProbabilityData Analysis & Probability GeometryGeometry MeasurementMeasurement Number & OperationsNumber & Operations

Strategy 4Strategy 4Making Learning EnjoyableMaking Learning Enjoyable

Instruction is taught by enriching, Instruction is taught by enriching, connecting and applying skills through connecting and applying skills through kinesthetic learningkinesthetic learning

Hands on learningHands on learning Examples:Examples: Learning Perimeter, measuring perimeter of the Learning Perimeter, measuring perimeter of the

classroomclassroom Learning Circumference, measuring circumference of Learning Circumference, measuring circumference of

headhead

Strategy 4Strategy 4(continued) (continued)

Making Learning EnjoyableMaking Learning EnjoyableIncorporating Math Throughout the DayIncorporating Math Throughout the Day

DancingDancing Listen to Mathematical MusicListen to Mathematical Music Graphing Halloween CandyGraphing Halloween Candy

Skip counting Skip counting

Incorporating Math Vocabulary Incorporating Math Vocabulary Throughout the DayThroughout the Day

Increase/DecreaseIncrease/Decrease Half the amount of workHalf the amount of work What percentage of you work was correctWhat percentage of you work was correct Class averageClass average

ConclusionConclusion

In closing, success earned by students at Union In closing, success earned by students at Union Street Elementary School is attributed, in large, Street Elementary School is attributed, in large, to the team work approach shared by the to the team work approach shared by the students, teachers and parents. High ratio of students, teachers and parents. High ratio of positive reinforcement for any success is an positive reinforcement for any success is an integral component. In addition, students are integral component. In addition, students are challenged with high expectations, opportunities challenged with high expectations, opportunities for goal setting and support to meet their goals. for goal setting and support to meet their goals. The investment of hard work, distributed by the The investment of hard work, distributed by the team members of Union Elementary Street team members of Union Elementary Street School, is the single greatest strength.School, is the single greatest strength.

diverse populations in small rural schools

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