My Students DonMy Students Dont Look Like Me’t ?· Strategies to address diverse student populations…

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<ul><li><p>My Students Dont Look Like Me What Shall I Do? My Students Dont Look Like MeWhat Shall I Do? </p><p>Strategies to address diverse student populations</p><p>De Washingtonand Christina Elf</p></li><li><p>I t lli T t R fl tiIntelligence Tests Reflection How would you feel if these tests were used as a </p><p>standardized intelligence test?</p><p> Are these intelligence tests fair? Why or why not?g y y</p><p> What have you learned from taking this test in terms of how non-middle-class individuals might gfeel about typical standardized tests?</p><p> 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?</p><p> http://wilderdom.com/personality/intelligenceCulturalBias htmlulturalBias.html</p></li><li><p>OPS District DataOPS District Data2008-2009</p></li><li><p>Science ProficiencyScience Proficiency2008-2009</p></li><li><p>Math ProficiencyMath Proficiency2008-2009</p></li><li><p>OPS S i P fi i OPS Science Proficiency </p></li><li><p>S i P fi i M lScience Proficiency: Males</p></li><li><p>S i P fi i F lScience Proficiency: Females</p></li><li><p>American Indian/Alaska NativeAmerican Indian/Alaska Native</p></li><li><p>A i /P ifi I l dAsian/Pacific Islander</p></li><li><p>Whit /N t Hi iWhite/Not Hispanic</p></li><li><p>Bl k/N t Hi iBlack/Not Hispanic</p></li><li><p>Hi iHispanic</p></li><li><p>F /R d d M lFree/Reduced Meals</p></li><li><p>Mi tMigrant</p></li><li><p>S i l Ed tiSpecial Education</p></li><li><p>E li h L LEnglish Language Learners</p></li><li><p>C t OPS I l t tiCurrent OPS Implementation</p><p> Building Assistance Teams</p><p> Grading</p><p> C t B d C i l Concept-Based Curriculum</p><p> Minnesota Humanities Project</p><p> Vertical Teaming</p><p> Alternative Paths for Student Achievement</p></li><li><p>B ildi A i t TBuilding Assistance Team</p><p> 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</p><p>1. Team Members</p><p>2. Proposed plan of supportp p pp</p><p>3. Next steps</p></li><li><p>G diGrading</p><p> 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.</p><p>1. Is a grade of zero fair?g</p><p>2. Using of weighted percentages</p><p>3. How do points for participation asses student understanding?</p><p>Ken OConnor How to Grade for Learning</p></li><li><p>C t B d C i lConcept-Based Curriculum</p><p> Committed to ensuring students gain a deep conceptual understanding of content standards</p><p>1. All content areas were involved1. All content areas were involved</p><p>2. Currently in revision stage</p><p>3. Available on ANGEL</p><p>Erickson, L. H. (2007). Stirring the Head, Heart, Erickson, L. H. (2007). Stirring the Head, Heart, and Soul. Sage Publications.</p></li><li><p>Minnesota Humanities CouncilMinnesota Humanities Council</p><p> District wide diversity training focused on cultural proficiency</p><p>1. Increased awareness about the importance of cultural proficiency </p><p>2. Development of culturally relevant curriculum for students</p><p>3. Support for teachers who are working with increasingly diverse populations of students</p><p>www minnesotahumanities orgwww.minnesotahumanities.org</p></li><li><p>Alternative Paths for Student Alternative Paths for Student Achievement</p><p> Ongoing programs to assist students with earning their High School diploma in non traditional their High School diploma in non-traditional settings</p><p>1. ANGEL </p><p>2. UNO </p><p>3. Independent Studies</p></li><li><p>V ti l T iVertical Teaming</p><p> 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 </p><p>1. Common topics across grade levels </p><p>2. Content that builds from one grade and subject g jto the next</p><p>3 Identify and unify common knowledge and skills 3. Identify and unify common knowledge and skills for students </p></li><li><p>Strategies for Diverse Student Strategies for Diverse Student Populationsp</p><p> Assess Culture: Name the Differences</p><p> Value Diversity: Claim Your Differences</p><p> Manage the Dynamics of Difference:R f th C fli t C d b DiffReframe the Conflicts Caused by Differences</p></li><li><p>Strategies for Diverse Student Strategies for Diverse Student Populationsp</p><p> Adapt to Diversity: Change to Make a DiffDifference</p><p> Institutionalize Cultural Knowledge: Train About DifferencesTrain About Differences</p></li><li><p>Understanding Diverse LearnersUnderstanding Diverse Learners</p><p> Communication styles vary among groups</p><p> Id tif d it li t d t t th Identify and capitalize on student strengths</p><p> Dont allow cultural communication differences to lead to behavior problemsto lead to behavior problems</p></li><li><p>Understanding Diverse LearnersUnderstanding Diverse Learners</p><p> Seek understanding about different cultural behaviors and incorporate that understanding behaviors and incorporate that understanding when creating lessons</p><p> Understand the peer pressure affecting different p p gcultures</p></li><li><p>What We Know About the What We Know About the Achievement Gapp</p><p> All students deserve the same expectations for academic excellence regardless of ethnicity and academic excellence regardless of ethnicity and socio-economic status</p><p> Rigorous academic coursework makes a difference</p><p> 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</p></li><li><p>RResources</p><p>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.</p><p>Lindsay, R. B., Robins, K. N., &amp; Terrell, R. D. (2003). Cultural Proficiency: A Manual for School Leaders Thousand Oaks, CA: CorwinLeaders. Thousand Oaks, CA: Corwin.</p></li><li><p>OUR DEMOGRAPHICSOUR DEMOGRAPHICS</p><p>LEXINGTON PUBLIC SCHOOLS:7 P h l Cl7 Preschool Classrooms4 Elementary Schools4 Elementary Schools</p><p>1 Middle School1 Middle School1 High Schoolg</p></li><li><p>2008-2009 Student Demographics</p><p>Enrollment 2953Enrollment - 2953</p><p>Free/Reduced Price Meals - 74%</p><p>Mobility Rate - 17%</p><p>English Language Learners - 39%English Language Learners - 39%</p><p>Special Education - 15%</p></li><li><p>Ethnicity</p><p>White 20%White-20%Black 4%Black-4%</p><p>Hispanic-74%Hispanic 74%Asian-1%</p><p>American Indian-1%</p><p>Attendance Rate - 95%</p></li><li><p>SIX SUCCESSFUL STRATEGIES TO SIX SUCCESSFUL STRATEGIES TO REACH EVERY LEARNER:</p><p>L to J assessment processpEnrichment SchoolTechnology</p><p>M T ti gMap TestingK-13 CurriculumK 13 CurriculumKearney Bound Scholarship </p><p>Program</p></li><li><p>L TO J ASSESSMENT PROCESSL TO J ASSESSMENT PROCESSSuccess Story Handout Highlights:</p><p> 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</p><p>http://www.ltojconsulting.com/.</p></li><li><p>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 </p><p>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. </p></li><li><p>The down stroke onthe L indicates that </p><p> 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</p></li><li><p>In the middle of the school year,school year,</p><p>testing should result in a classic bell curve classic bell curve. </p><p>Picture the shapeof a bell on the graph:</p><p>after weeks of instruction,</p><p>a few kids stilla few kids stilldont know much,</p><p>most kids show average knowledge, </p><p>and a few kids know a lot.</p></li><li><p>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</p><p>ill k l twill know a lot.</p></li><li><p>Previous excerpts from:p</p><p> http://www.yorknewstimes.com/articles/2009/12/10/news/doc4b202b4675ce570931421/ / / /4.txt</p></li><li><p>Curriculum Department Link available: </p><p>Lexington Public Schools L to J WorksheetsMATH </p><p>These documents and more can be found on the Lexington Math page.</p><p>L to J Quiz Calendar 2009-10Math Class Run Chart</p><p>Kindergarten Math Student Run ChartMath Student Run ChartMath Student Run Chart</p><p>Kindergarten Math Class Scatter DiagramMath Class Scatter DiagramMath Class Scatter Diagram</p><p>Kindergarten Math Class HistogramMath Class Histogram</p></li><li><p>SAMPLE RUN CHARTSAMPLE RUN CHART</p></li><li><p>ACTUAL GROWTH</p><p>L xin t n P bli S h l ' Di t i t M th R n Ch t 2008 09</p><p>20000</p><p>Lexington Public Schools' District Math Run Chart 2008-09</p><p>School District Target 20434</p><p>14000</p><p>16000</p><p>1800094 808</p><p>565</p><p>975</p><p>9122 9653</p><p>9474 1017</p><p>4</p><p>9788 1071</p><p>3</p><p>1022</p><p>9</p><p>9861</p><p>9667 9935</p><p>1015</p><p>0</p><p>9881 1077</p><p>6</p><p>1160</p><p>5</p><p>1071</p><p>0 1189</p><p>7</p><p>1155</p><p>4</p><p>1202</p><p>3</p><p>10000</p><p>12000</p><p>14000</p><p>tal C</p><p>orre</p><p>ct</p><p>5742 6111 6930</p><p>6835 7293</p><p>7277 8</p><p>1 9 88</p><p>85 89 9</p><p>6000</p><p>8000Tot</p><p>2000</p><p>4000</p><p>1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28Week Number= All Time Best</p></li><li><p>ENRICHMENT SCHOOL</p><p>The Problem:The Problem: Many students lack support for homework The mentality that a lack of effort is acceptable in academics The mentality that a lack of effort is acceptable in academics</p><p>The Solution: To provide an opportunity for every student to succeed (no </p><p>zeros allowed) through a structured homework session</p><p>Basic organization: Students referred by classroom teachers Students referred by classroom teachers Tuesday and Thursday every week 3:30 to 5 pm</p><p>5 t 7 t d t t h 5 to 7 students per teacher</p></li><li><p>SAMPLE ENRICHMENT REFERRAL FORM:_____________________________________________________________ Last Name First Mi GRADE DATE _____________________________________________________________Referring Teacher/subject ES Teacher Assignment Attached (Yes/No) Computer Needed_________ Assignment CompletedAssignment Completed </p><p> Enrichment School Teachers Comment_______________________ _____________________________________________________________ (continued on back) Work Completed YES NO Absent___________________ Please resubmit if work is not completed by next ES session </p></li><li><p>First Semester 2009 First Semester 2009 Enrichment School Statistics:</p><p>3,135 students were referred23 sessions were held136 attended on average per </p><p>isessionO 5 500 t t l f lOver 5,500 total referrals</p></li><li><p>LOOKING FOR A CHANGE IN FINAL FAILING GRADES?FINAL FAILING GRADES?</p><p>Before implementing Enrichment SchoolBefore implementing Enrichment SchoolTotal Fs for 2005-2006 = 878</p><p>2006 2007 = 8502006-2007 = 850</p><p>After Enrichment School began:After Enrichment School began:2007-2008 = 5782008-2009 = 7572008 2009 757</p><p>Average change:Average change:859 667.5 = 191.5 less Fs </p><p>One snapshot of a big picture </p></li><li><p>TECHNOLOGY</p><p>One to One Laptop Initiative UseO e to O e aptop t at e UseGoogle Accounts:Go to http://mail.lexschools.orgp // g</p><p>Wiki spaces:Go to http://lexhighteachers.wikispaces.com/</p><p>Software examples: Software examples: Podcasts, Comic Life, Inspiration, PowerPoint, Photo Booth</p><p>Web Sites:www.quia.comqwww.shsu.edu/ txcae/lessons.htmlhttp://foridahoeteachers.org</p></li><li><p>Lexington Clipper Herald article on the school laptop programschool laptop program</p><p>handout summary-</p><p>P itiPositives:Increased communication with studentsIncreased communication with students.</p><p>Increased student responsibility and p yaccountability.</p><p>Less paper is being used and has increased Less paper is being used and has increased organization.</p><p>Tests, homework, projects can all be done online and graded online.online and graded online.</p><p>Fostered collaboration among teachers. </p></li><li><p>Negatives: (Many have been solved)g ( y )</p><p>Classroom Management and iChatting. </p><p>Need more time to work on developing curriculum and learning new programs.g p g</p><p>Access to resources like Apple Remote Desktop, programs, &amp; TIME!</p></li><li><p>Previous handout from:</p><p>http://www.lexch.com/articles/2009/11/10/news/local/doc4af9eaad37fc5035067332.txt</p></li><li><p>MAP TESTING</p><p>GIVEN BYGIVEN BYNORTHWEST EVALUATION ASSOCIATION</p><p>http://www.nwea.org/</p><p>a formative testing system that responds dynamicallya formative testing system that responds dynamicallyto the child, and gives detailed insight into kids' llearning. </p></li><li><p>Several of NWEA BELIEFS: Continuous growth provides opportunity and </p><p>challengechallenge.</p><p> Investment in local expertise and resources enhances kids' growthenhances kids growth.</p><p> Continuing relationships are vital to effectiveness.</p><p> Thoughtful questioning and reflection are critical to creating the future.</p></li><li><p>MAPMAP(MEASURES OF ACADEMIC PROGRESS) </p><p>TEST OVERVIEW</p><p> l f hA Tool for Teachers</p><p>Adapting the TestAdapting the Testto the Student</p></li><li><p>Computer-based Adaptive Assessments</p><p>Rich Data on Student Learning Rich Data on Student Learning as it happens</p><p>One Size Doesnt Fit AllOne Size Doesn t Fit All</p><p>Tests That Adapt to the Student</p><p>Powered By Datay</p></li><li><p>MAP tests are:MAP tests are:-untimeduntimed-created to return immediate results-providing teachers with the instructional level of every student</p><p>it i t d t th -monitoring student growth throughout the school year and throughout the school year and from year to year</p></li><li><p>MAP TESTS ARE:MAP TESTS ARE:</p><p>-drawn from DesCartes: A Continuum of drawn from DesCartes: A Continuum of Learning framework, available to NWEA membersmembers</p><p> f t d t di l l d -a measure of a students reading level and growth, using Lexile scores: www.lexile.com</p></li><li><p>DECARTES EXAMPLE:</p></li><li><p>K-13 CURRICULUMK 13 CURRICULUM</p></li><li><p>WESLEYAN COLLEGE CREDITWESLEYAN COLLEGE CREDIT</p></li><li><p>KEARNEY BOUND SCHOLARSHIP SCHOLARSHIP PROGRAMPROGRAMA partnership with the University </p><p>of Nebraska at Kearneyof Nebraska at Kearneyand selected Nebraska High and selected Nebraska High </p><p>Schools</p></li><li><p>OBJECTIVE:</p><p>To identify freshman students who: ymeet the Federal governments </p><p>it i f ti i ti i TRIOcriteria from participation in TRIO programs p g</p><p>show academic promise partner with the high school to </p><p>maximize their opportunities formaximize their opportunities for graduation from the University of Nebraska at Kearney</p></li><li><p>STUDENT SELECTION:STUDENT SELECTION:15 students chosen by a committee of high 15 students chosen by a committee of high </p><p>school personnelAcademic promise, ability and motivation to </p><p>participateparticipateFirst-generation college prospectNebraska resident with a social security </p><p>bnumberParental CommitmentParental CommitmentPotential to be Pell Grant eligible</p></li><li><p>D th t i ht Do the next right thing for Nebraska gmath students math students </p><p>Thank you!Thank you!</p></li><li><p>Success Story: Lexington Public Schools Lexington, Neb. </p><p>Julie A. Otero, Ed.S., is director of education for Loverseeing the K-12 curriculum; staff developmenassessments; Title I, II and V grant management; also the principal of two rural elementary schools: Lexington, Neb. </p><p>Systems thinking is being used in Lexington Public SImprovement Process for staff K-12 and as part of th First of all, collaboratively using information from RoKnowledge and from Lee Jenkins book, PermissionFrustration, grade level teachers (K-12) met and ideand Key Math Concepts for each grade level. The liidentified, and students are responsible for remembgrade level lists of vocabulary with definitions and Mpublished for teachers, parents, and students. Next, school personnel were taught how to conduct LtoJ assessment process. After the weekly randodocu...</p></li></ul>