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  • My Students Dont Look Like Me What Shall I Do? My Students Dont Look Like MeWhat Shall I Do?

    Strategies to address diverse student populations

    De Washingtonand Christina Elf

  • I t lli T t R fl tiIntelligence Tests Reflection How would you feel if these tests were used as a

    standardized intelligence test?

    Are these intelligence tests fair? Why or why not?g y y

    What have you learned from taking this test in terms of how non-middle-class individuals might gfeel about typical standardized tests?

    How would you work with someone who scores How would you work with someone who scores at an IQ of only 90 on a standardized intelligence test by very well on one of the other intelligence tests?intelligence tests?

    http://wilderdom.com/personality/intelligenceCulturalBias htmlulturalBias.html

  • OPS District DataOPS District Data2008-2009

  • Science ProficiencyScience Proficiency2008-2009

  • Math ProficiencyMath Proficiency2008-2009

  • OPS S i P fi i OPS Science Proficiency

  • S i P fi i M lScience Proficiency: Males

  • S i P fi i F lScience Proficiency: Females

  • American Indian/Alaska NativeAmerican Indian/Alaska Native

  • A i /P ifi I l dAsian/Pacific Islander

  • Whit /N t Hi iWhite/Not Hispanic

  • Bl k/N t Hi iBlack/Not Hispanic

  • Hi iHispanic

  • F /R d d M lFree/Reduced Meals

  • Mi tMigrant

  • S i l Ed tiSpecial Education

  • E li h L LEnglish Language Learners

  • C t OPS I l t tiCurrent OPS Implementation

    Building Assistance Teams

    Grading

    C t B d C i l Concept-Based Curriculum

    Minnesota Humanities Project

    Vertical Teaming

    Alternative Paths for Student Achievement

  • B ildi A i t TBuilding Assistance Team

    Program designed to provide support to specific Middle and High Schools who failed to reach Middle and High Schools who failed to reach their AYP goal

    1. Team Members

    2. Proposed plan of supportp p pp

    3. Next steps

  • G diGrading

    As we transition to a standards based report card it was important to consider and realign current was important to consider and realign current grading practices.

    1. Is a grade of zero fair?g

    2. Using of weighted percentages

    3. How do points for participation asses student understanding?

    Ken OConnor How to Grade for Learning

  • C t B d C i lConcept-Based Curriculum

    Committed to ensuring students gain a deep conceptual understanding of content standards

    1. All content areas were involved1. All content areas were involved

    2. Currently in revision stage

    3. Available on ANGEL

    Erickson, L. H. (2007). Stirring the Head, Heart, Erickson, L. H. (2007). Stirring the Head, Heart, and Soul. Sage Publications.

  • Minnesota Humanities CouncilMinnesota Humanities Council

    District wide diversity training focused on cultural proficiency

    1. Increased awareness about the importance of cultural proficiency

    2. Development of culturally relevant curriculum for students

    3. Support for teachers who are working with increasingly diverse populations of students

    www minnesotahumanities orgwww.minnesotahumanities.org

  • Alternative Paths for Student Alternative Paths for Student Achievement

    Ongoing programs to assist students with earning their High School diploma in non traditional their High School diploma in non-traditional settings

    1. ANGEL

    2. UNO

    3. Independent Studies

  • V ti l T iVertical Teaming

    Currently this program is a three school collaboration with a focus on common skills and collaboration with a focus on common skills and content strands

    1. Common topics across grade levels

    2. Content that builds from one grade and subject g jto the next

    3 Identify and unify common knowledge and skills 3. Identify and unify common knowledge and skills for students

  • Strategies for Diverse Student Strategies for Diverse Student Populationsp

    Assess Culture: Name the Differences

    Value Diversity: Claim Your Differences

    Manage the Dynamics of Difference:R f th C fli t C d b DiffReframe the Conflicts Caused by Differences

  • Strategies for Diverse Student Strategies for Diverse Student Populationsp

    Adapt to Diversity: Change to Make a DiffDifference

    Institutionalize Cultural Knowledge: Train About DifferencesTrain About Differences

  • Understanding Diverse LearnersUnderstanding Diverse Learners

    Communication styles vary among groups

    Id tif d it li t d t t th Identify and capitalize on student strengths

    Dont allow cultural communication differences to lead to behavior problemsto lead to behavior problems

  • Understanding Diverse LearnersUnderstanding Diverse Learners

    Seek understanding about different cultural behaviors and incorporate that understanding behaviors and incorporate that understanding when creating lessons

    Understand the peer pressure affecting different p p gcultures

  • What We Know About the What We Know About the Achievement Gapp

    All students deserve the same expectations for academic excellence regardless of ethnicity and academic excellence regardless of ethnicity and socio-economic status

    Rigorous academic coursework makes a difference

    St d t t b li th i t h d Students must believe their teachers are engaged with the content and care about them as individuals

  • RResources

    Davis, Bonnie M. (2006). How to Teach Students Who Dont Look Like You Thousand Oaks CA: Who Don t Look Like You. Thousand Oaks, CA: Corwin.

    Lindsay, R. B., Robins, K. N., & Terrell, R. D. (2003). Cultural Proficiency: A Manual for School Leaders Thousand Oaks, CA: CorwinLeaders. Thousand Oaks, CA: Corwin.

  • OUR DEMOGRAPHICSOUR DEMOGRAPHICS

    LEXINGTON PUBLIC SCHOOLS:7 P h l Cl7 Preschool Classrooms4 Elementary Schools4 Elementary Schools

    1 Middle School1 Middle School1 High Schoolg

  • 2008-2009 Student Demographics

    Enrollment 2953Enrollment - 2953

    Free/Reduced Price Meals - 74%

    Mobility Rate - 17%

    English Language Learners - 39%English Language Learners - 39%

    Special Education - 15%

  • Ethnicity

    White 20%White-20%Black 4%Black-4%

    Hispanic-74%Hispanic 74%Asian-1%

    American Indian-1%

    Attendance Rate - 95%

  • SIX SUCCESSFUL STRATEGIES TO SIX SUCCESSFUL STRATEGIES TO REACH EVERY LEARNER:

    L to J assessment processpEnrichment SchoolTechnology

    M T ti gMap TestingK-13 CurriculumK 13 CurriculumKearney Bound Scholarship

    Program

  • L TO J ASSESSMENT PROCESSL TO J ASSESSMENT PROCESSSuccess Story Handout Highlights:

    Systems Thinking as an Intervention Tool Systems Thinking as an Intervention Tool Identify new concepts Weekly Random Testing Weekly Random Testing Multiple opportunities to Learn No longer given permission to forget Review Preview of important materialp High success along with high standards

    http://www.ltojconsulting.com/.

  • TheL to J process is a learning TheL to J process is a learning method developed by Dr. Lee Jenkins. L to J contends that in a classroom where learning

    d d hi h i standards are high, testing early in the school year should early in the school year should result in an L shape when result in an L shape when student knowledge is charted student knowledge is charted.

  • The down stroke onthe L indicates that

    l t f kid d ta lot of kids dontknow much,know much,And the short horizontal footmeans that a few means that a few know something.g

  • In the middle of the school year,school year,

    testing should result in a classic bell curve classic bell curve.

    Picture the shapeof a bell on the graph:

    after weeks of instruction,

    a few kids stilla few kids stilldont know much,

    most kids show average knowledge,

    and a few kids know a lot.

  • By the end of the year By the end of the year, a J should dominate the graph:all the kids know all the kids know more than they did before, though a few kids still wont few kids still won t know as much while most kids

    ill k l twill know a lot.

  • Previous excerpts from:p

    http://www.yorknewstimes.com/articles/2009/12/10/news/doc4b202b4675ce570931421/ / / /4.txt

  • Curriculum Department Link available:

    Lexington Public Schools L to J WorksheetsMATH

    These documents and more can be found on the Lexington Math page.

    L to J Quiz Calendar 2009-10Math Class Run Chart

    Kindergarten Math Student Run ChartMath Student Run ChartMath Student Run Chart

    Kindergarten Math Class Scatter DiagramMath Class Scatter DiagramMath Class Scatter Diagram

    Kindergarten Math Class HistogramMath Class Histogram

  • SAMPLE RUN CHARTSAMPLE RUN CHART

  • ACTUAL GROWTH

    L xin t n P bli S h l ' Di t i t M th R n Ch t 2008 09

    20000

    Lexington Public Schools' District Math Run Chart 2008-09

    School District Target 20434

    14000

    16000

    1800094 808

    565

    975

    9122 9653

    9474 1017

    4

    9788 1071

    3

    1022

    9

    9861

    9667 9935

    1015

    0

    9881 1077

    6

    1160

    5

    1071

    0 1189

    7

    1155

    4

    1202

    3

    10000

    12000

    14000

    tal C

    orre

    ct

    5742 6111 6930

    6835 7293

    7277 8

    1 9 88

    85 89 9

    6000

    8000Tot

    2

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