Exploring Ideas for Improving School Outcomes for Native Americans

Tary Tobin, Erin Chaparro, & Claudia VincentUniversity of Oregon, Eugene

Jean TobinGreen Park Elementary School, Walla Walla

Grants supporting our work:•The Role of Native Language and Culture in Decreasing Discipline Problems and Increasing Academic Achievement for American Indian/Alaska Native Students An Exploration project funded by the Institute of Education Sciences, U.S. Department of Education (Claudia and Tary)

•Oregon Scaling Up Effective Behavior and Instructional Schoolwide Systems (EBISS). An Office of Special Education Programs funded State Personnel Development Grant awarded to the Oregon Department of Education (Erin)

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The Role of Native Language and Culture in Decreasing Discipline Problems and Increasing Academic Achievement for American Indian/Alaska Native Students

Primary Goals:► Examine relationship between survey data collected from students,

teachers and school administrators in schools serving AI/AN students (National Indian Education Study) and student achievement data (National Assessment of Educational Progress)

► Examine relationship between use of Native Language and Culture in schools and AI/AN students’ behavioral referrals and consequences

► Collect data from teachers to assess the extent to which they implement practices that AI/AN students perceive as contributing to respectful and welcoming classrooms

Data bases• “The National Assessment for Educational Progress (NAEP), a

math and reading exam administered by the National Center for Education Statistics (NCES) http://nces.ed.gov/nationsreportcard/• National Indian Education Study (NIES) survey

http://nces.ed.gov/nationsreportcard/nies/• Schoolwide Information System (SWIS)

https://www.pbisapps.org/Applications/Pages/SWIS-Suite.aspx• Positive Behavior Interventions and Supports (PBIS)

assessments https://www.pbisapps.org/Pages/Default.aspx

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Data from SWIS, with special attention to comparisons of(a) schools participating in the 2008-2009 and 2010-2011 school years, (b) office discipline referrals (ODRs) received by students in 4th and 8th grade, and (c) referrals received by American Indian/Alaska Natives (AI/AN) in comparison to all students.

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Top Reasons for Being Sent to Principal’s Office

(2011)All 4th Grade Students

1. Fighting + Physical Aggression

2. Defiance/Disrespect3. Disruption

Native 4th Grade Students

1. Defiance/Disrespect2. Fighting + Physical

Aggression3. Disruption

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Top Administrative Decisions (Most Serious Consequence)

(2011)All 4th Grade Students

1. Time Out / Detention2. Conference with

Student3. Loss of Privileges

Native 4th Grade Students

1. Time Out / Detention2. Conference with

Student3. Loss of Privileges

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Top Reasons for Being Sent to Principal’s Office

(2011)All 8th Grade Students

1. Defiance/Disrespect2. Disruption3. Fighting + Physical

Aggression

Native 8th Grade Students

1. Defiance/Disrespect2. Disruption3. Fighting + Physical

Aggression

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Top Administrative Decisions (Most Serious Consequence)

(2011)

All 8th Grade Students

1. Time Out / Detention2. In-School Suspension3. Out-of-School

Suspension

Native 8th Grade Students

1. Time Out / Detention2. In-School Suspension3. Out-of-School

Suspension

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Comparisons with other research: Different

Looking at a broader range of schools (not just SWIS) – found differences, especially with truancy being higher for Native students:Frazier, L. (2015, October 24). Absenteeism rate high among state’s Native American students. The Register Guard, p. B2.Vincent, C. G., Sprague, J. R., CHiXapkaid (Pavel, M.), Tobin, T. J., & Gau, J. M. (2015). Effectiveness of school-wide positive behavior interventions and supports in reducing racially inequitable disciplinary exclusions. In D. J. Losen, (Ed.), Closing the school discipline gap: Equitable remedies for excessive exclusion (pp. 207-221). New York: Teachers College Press. Vincent, C. G., Sprague, J. R., & Tobin, T. J. (2012). Exclusionary discipline practices across students' racial/ethnic backgrounds and disability status: Findings from the Pacific Northwest. Education and Treatment of Children, 35, 585-601.

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Office of Civil Rights Data (2011-12)

• AI/AN students represented less than 0.5% of student population, 2.0% of out-of-school suspensions, and 3.0% of expulsions• 13% of AI/AN boys received OSS, compared to 6% of White boys• 7% of AI/AN girls received OSS, compared to 2% of White girls• 29% of AI/AN boys with a disability received OSS, compared to 12% of

white boys with a disability• 20% of AI/AN girls with a disability received OSS, compared to 6% of

White girls

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Comparisons with other research: Similar

Looking at PBIS schools in Canada – found similarities between discipline problems and consequences for Native and Non-native studentsGreflund, S., McIntosh, K., Mercer, S. H., & May, S. L. (2014). Examining disproportionality in school discipline for aboriginal students in schools implementing PBIS. Canadian Journal of School Psychology, 29(3), 213-235.

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Next:1. Ideas about including experiences, materials from Native culture (Tary lead)2. Ideas for ways to improve relationships & climate at school & in the classroom (Claudia lead)3. Ideas for using best instructional practices (Erin lead) 4. Comments (Jean lead)

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Why include concepts from Native culture in lessons?1. Link home and school – connect child’s experiences

at home to learning at school – better understanding2. Reduce stereotype threat and increase stereotype

boost, which is when people perform better than they otherwise would have, because of (a) exposure to positive stereotypes about their social group – and (b) awareness of real diversity as opposed to stereotypes.

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Connect child’s experiences at home to learning at school• The teacher has to know – not assume – something

about the child’s experiences at home

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Reduce stereotype threat and increase stereotype boost•Much of the literature on culturally responsive

teaching for Native Americans deals with presenting and including positive aspects of Native culture.• Solid knowledge of the local Native culture is

essential.•Negative example: The district that called about

offering a course in a Native American language. . .•Positive example: State of Washington . . .

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Diane Humetewa http://nativenewsonline.net/currents/diane-humetewa-confirmed-us-senate-first-american-indian-woman-federal-judge/

1st Native American Woman Federal Judge

Hopi citizen Diane Humetewa made history -- May 14, 2014, when the United States Senate confirmed her to serve on the federal bench as judge for the U.S. District Court for Arizona.

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How did the State of Washington become a model for American Indian education?• Northwest Native American Reading Curriculum: Hunting &

Gathering, Canoes, & Drums• Tribes got involved in education issues with the state legislature.• Leaders of 29 tribes, the State Dept. of Ed., the Washington State

School Directors Association, and the Office of the Superintendent of Public Instruction to work together on a curriculum on tribal sovereignty.• This leads to development of Since Time Immemorial (STI): Tribal

Sovereignty in Washington State – a statewide curriculum.Hurtado, D. S. (TacH mi acH t3n), McCardle, P., & Berninger, V. (2015). A model for 21st-century Indian education: A story of state, school, and community collaboration. In P. McCardle & V. Berninger, Eds., Narrowing the achievement gap for Native American students: Paying the educational debt (pp.66-78). New York: Routledge.

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Since Time Immemorial (STI): “The curriculum features five historical eras” (Brown, 2015, p. 31)

• 1200-1500 Ancestral Teaching and the Early Contact Period• 1500-1855 Colonization Period and Indian Removal• 1856-1970 Assimilation Period• 1970-present Self Determination & Self GovernanceBrown, S. (2015). The creating of a curriculum, or the little rabbit who became an otter. In P. McCardle & V. Berninger, Eds., Narrowing the achievement gap for Native American students: Paying the educational debt (pp.23-36). New York: Routledge.See also: http://www.indian-ed.org/ and the more detailed and more recent historical eras taught in the high school curriculum . . .

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http://www.indian-ed.org/curriculum/high-school-curriculum/indian-civil-rights/

Historical Eras taught in the high school curriculum:•1776 – 1791 Conflict and Alliance •1890 – 1918 Assimilation •1918 – 1939 Reorganization •1939 – 1991 Termination to Self-Determination •1991–Present Nation-Building

[For more details on history, see:https://www.whitehouse.gov/sites/default/files/docs/20141129nativeyouthreport_final.pdf]

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What is “native culture?” What is “culture?”• http://www.merriam-webster.com/dictionary/culture• Definition 5b: “the customary beliefs, social forms, and material

traits of a racial, religious, or social group; also : the characteristic features of everyday existence (as diversions or a way of life) shared by people in a place or time” • Note that this actually includes 2 concepts – past and

present – which we will discuss further shortly• “the word that saw the biggest spike in look-ups on their Web

site. Confusion about culture was just part of the culture” • http://www.newyorker.com/books/joshua-rothman/meaning-culture

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Native culture – past and present • Traditional – historical – before the 16th century•During the 16th, 17th, 18th, 19th, and 20th centuries•Contemporary cultures – plural•Reservation / Urban / Other locations• Tribes • “Two or more races”• Youth culture

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“Take the best of both worlds” (Charles Martinez)

•Digital Storytelling (Beltrán et al., 2015)

Combines tradition of storytelling with modern technology – summer programs for Native youth• Indigenous Wellness Research Institute at University of

Washington http://iwri.org/

• Center for Digital Storytelling http://www.storycenter.org/stories/

Beltrán, R., Olsen, P., Ramey, A., Klawetter, S., & Walters, K. (2015). Digital tapestry: Weaving stories of empowerment with Native youth. In P. McCardle & V. Berninger, Eds., Narrowing the achievement gap for Native American students: Paying the educational debt (pp.10-22). New York: Routledge.

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Include concepts, language, experiences, materials from native culture

• “Use student’s familiar environment as a bridge to mathematics achievement and understanding” (Fowler, 2012, p. 99)

•Making fish racks, bead designs, potteries, home structures, •Weaving a geometric rug design

Fowler, H. H. (2012). Collapsing the fear of mathematics: A study of the effects of Navajo culture on Navajo student performance in mathematics. In S. T. Gregory, Ed., Voices of Native American educators: Integrating history, culture, and language to improve learning outcomes for Native American students (pp. 99-129).

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"Model of Loom, late 19th century, 02.255.2253" by Gift of George Foster Peabody - Brooklyn Museum

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Other recommendations from Fowler (2012):•Visual aids using cultural symbols•Narrations, stories•Group work•Hands on activities – e.g., making a cradle board

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"Neeta Lind Navajo cradle board"

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Other Examples:• Salmon fishing•Designing patterns• Stars and constellations in the sky•Picking berries•Planting corn•Building models of traditional types of housing (teepee,

long house) Lipka, J. & Adams, B. (2004). Culturally based math education as a way to

improve Alaska Native students’ math performance. Retrieved from http://eric.ed.gov/?id=ED484849

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If you are not Native, but teaching in a Native community, learning about the local community:

• Participating in community activities and events•With a liaison, mentor, of local friend who can help you

understand customs (e.g., Don’t throw food, even wrapped candy).• “Interview experts/cultural representatives who will describe

a particular activity important in the cultural community, and share not only content knowledge, but also related beliefs, values, and traditions related to doing the activity” (Barta, Kuch, & Exton, 2012, p. 158)

Barta, J., Cuch, M., Exton, V. N. (2012). When numbers dance for mathematics students: Culturally responsive mathematics instruction for native youth. In S. T. Gregory, Ed., Voices of Native American educators: Integrating history, culture, and language to improve learning outcomes for Native American students (pp. 145-165).

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7 ways to combine culturally responsive teaching with cognitively guided instruction

1. Use the knowledge that students bring to class2. To solve problems related to something going on in their lives3. Have materials available to assist in problem solving4. Work in groups and share strategies

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7 ways to combine culturally responsive teaching with cognitively guided instruction (Continued)

5. Assessment is part of instruction rather than a formal test6. Match problems to ability7. “When a student’s solution process is in error, teachers ask the student to explain her/his thinking. During the explanation, teachers guide the student to discover and understand the error. Teachers do not directly point out the error” (Hankes et al., 2012, p. 222)Hankes et al. (2012). Closing the mathematics achievement gap. In S. T. Gregory, Ed., Voices of Native American educators: Integrating history, culture, and language to improve learning outcomes for Native American students (pp. 211-235).

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Errorless Learning:•Before asking questions, model correct responses•Do the task collaboratively with the student before

asking him/her to do it •Make the task doable by breaking it into parts •Anticipate problems and “pre-correct” (e.g., “I see a

tricky word in the next sentence – the word is X – let me know if you need help when you get to that word.”)• http://www.projectlearnet.org/tutorials/errorless_learning.html

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Different Types of Schools Call for Different Plans

• “High Density” Schools where all or the majority of students are Native Americans [e.g., Reservation, Bureau of Indian Education (BIE)]• “Low Density” Schools where all or the majority of

students are NOT Native Americans. [e.g., public schools serving students from many different racial and ethnic backgrounds]

Strong, Z. H., & Jegatheesan, B. (2015). School culture matters: Enabling and empowering Native American students in public schools. In P. McCardle & V. Berninger, Eds., Narrowing the achievement gap for Native American students: Paying the educational debt (pp.178-192). New York: Routledge.

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How do AI/AN students’ experience school?(U.S. Department of Education, White House Initiative on American Indian and Alaska Native

Education, School Environment Listening Sessions Final Report, Washington, D.C., 2015) • “Some people are bullying me because they are doing stuff, and I get blamed for it. …

The boys are calling me a girl because of my long hair.” Christopher “Benton” Covarrubias (Jicarilla Apache, Ohkay Owingeh, Ute, Basque, Maya) First-Grade Student

• “I’ve seen people be [beaten] and jumped. During my first few weeks in high school, there were a lot of fights. I’ve been told Natives are weak and dumb and no one likes them. One time, I went to the restroom, [and] I got hit and beat up and got suspended and kicked off the basketball team. The principal said, ‘Natives love starting fights.’ I didn’t even start the fight. Our school now has a thing called ‘breaking down the walls,’ which brings kids together to talk about the things we like about each other, and that’s really helped.” Student Los Angeles Listening Session

• “Being Native at public school is really hard. … My teachers don’t understand me. … I feel like an outcast.” Blue Haase (Cherokee), Student Tulsa Listening Session

• “[Other students] always thought that I wasn’t a part of them. They always used to have groups, and they never let me be a part of it. They always excluded me from everything.” Ralph Williams-Humphries, Student Franklin Listening Session

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Recommendations to improve AI/AN students’ school experiences• Provide culturally relevant curriculum• Provide student-centered instruction• Promote positive student-teacher and peer relationships to increase AI/AN

students’ sense of belonging to the school community

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Ideas for ways to improve relationships & climate at school & in the classroom• Restorative practices• Roots in indigenous communities• Focus on community restoration after a violation of community agreements

occurred

• Using restorative practices proactively• Identifying community agreements• Building relationships that protect against violations of agreements

• Using restorative practices reactively• Restoring relationships that have been broken

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Proactive use of restorative practices• Promote social-emotional learning through• Establishing and teaching classroom agreements through proactive circles • Use of behavior specific affective statements (“When you do _________, it

makes me feel _________.”) • Use active listening• Use reframing

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Reactive use of restorative practices

• Promote social-emotional learning through• Class-wide circles to reconfirm agreements• Impromptu conferences with student violating agreements• Restorative conferences with key stakeholders

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“[Other students] always thought that I wasn’t a part of them. They always used to have groups, and they never let me be a part of it. They always excluded me from everything.” Ralph

Williams-Humphries, Student Franklin Listening Session

•What could you do to improve this student’s sense of belonging and acceptance?

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“Some people are bullying me because they are doing stuff, and I get blamed for it. … The boys are calling me a girl because of my long hair.” Christopher “Benton” Covarrubias (Jicarilla Apache, Ohkay Owingeh, Ute, Basque, Maya) First-Grade Student

•What could you do to discourage this behavior from reoccurring?

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Ideas for using best instructional practices

Examples of Engaging Instruction to Increase

Equity in EducationErin A. Chaparro, Rhonda T. Nese, & Kent McIntosh

http://www.pbis.org/school/equity-pbis

Examples and Questions

Questions for Guiding Instructional Planning

Video Example of Explicit Instruction

• Dr. Anita Archer• Explicitinstruction.org

Think. Pair. Share.

• What did you see in the this video that is similar to the classrooms in your school?• What features could be used and could help improve the quality of

instruction in your school?• What resources would be needed to help teachers increase the use of

these instructional strategies?

Resources• Chaparro, E.A., Nese, R. N. T., & McIntosh, K. (2015). Examples of engaging instruction to increase equity in

education. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org

• Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides.

• Hamilton, L., Halverson, R., Jackson, S., Mandinach, E., Supovitz, J., & Wayman, J. (2009). Using student achievement data to support instructional decision making (NCEE 2009-4067). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides/.

• Herman, R., Dawson, P., Dee, T., Greene, J., Maynard, R., Redding, S., and Darwin, M. (2008). Turning Around Chronically Low-Performing Schools: A practice guide (NCEE #2008-4020). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/publications/practiceguides.

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Related References• Baker, S. K., Smolkowski, K., Chaparro, E. A., Smith, J. L. M., & Fien, F. (2015). An Examination of Treatment Effects of a First Grade Literacy

Intervention Using a Regression Discontinuity Design. Journal of Research on Educational Effectiveness. Accepted for publication.

• Baker, S. K., Smolkowski, K., Smith, J. M., Fien, H., Kame'enui, E. J., & Beck, C. T. (2011). The impact of Oregon Reading First on student reading outcomes. The Elementary School Journal, 112, 307–331.

• Fien, H., Smith, J., Smolkowksi, K., Baker, S.K., Nelson-Walker, N.J., & Chaparro, E. A. (2015). An Examination of the Efficacy of a Multi-tiered Intervention on Early Reading Outcomes for First Grade Students at Risk for Reading Difficulties. Journal of Learning Disabilities.

• Chaparro, E. A., Ryan-Jackson, K., Baker, S. K., & Smolkowski, K. (2012). Effective behavioral and instructional support systems: An integrated approach to behavior and academic support at the district level. Advances in School Mental Health Promotion, 5(3), 161-176.

• Chaparro, E. A., Smolkowski, K., Baker, S. K., Hanson, N., & Ryan-Jackson, K. (2012). A model for system-wide collaboration to support integrated social behavior and literacy evidence-based practices. Psychology in the Schools, 49(5), 465-482.

• Hulleman, C. S., & Cordray, D. S. (2009). Moving from the lab to the field: The role of fidelity and achieved relative intervention strength. Journal of Research on Educational Effectiveness, 2, 88–110.

• Sanetti, L. M., & Kratochwill, T. R. (2009). Introduction to the special series: Toward developing a science of treatment integrity: Implications for research, practice, and policy. School Psychology Review, 38, 445–459.

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Big Ideas, Comments, Questions, & Discussion• We have reasons to be hopeful about improved outcomes for Native

American students:• Including cultural elements is easier -- more resources are available.• The recent increase in the use of restorative practices in schools can

help improve relationships.• We know that academic outcomes improve with use of explicit

instruction, background knowledge, opportunities to respond, and performance feedback.

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