Transcript The Cibecue Community School Project A Report on the Design, Implementation, and Results from Year 1 Presentation: Bureau of Indian Affairs Office of Indian Education.

The Cibecue Community
School Project
A Report on the Design, Implementation, and Results from Year 1
Presentation:
Bureau of Indian Affairs
Office of Indian Education Programs National Meeting
Denver, CO
November 2003
The Cibecue Community
School Project
Goals
1. Select, implement, and evaluate a program to
prevent and treat academic failure.
2. Conduct an initial trial in the Cibecue
Community School, and, if successful, export
to other Fort Apache Agency schools.
3. Conduct program review, selection, and initial
staff development in the latter half of 20012002, and begin implementation in 20022003.
Program Selection Criteria
1.
2.
3.
The reading, math, and science programs must meet
federal requirements for scientifically based research
programs.
The program must be supportive and respectful of
community priorities, including language priorities,
cultural priorities, and community involvement in the
instructional process.
The programs must have reliable, valid, ongoing,
curriculum-embedded assessments that will
(a) allow instructional leaders and teachers to make
immediate instructional adjustments for all learners,
and
(b) provide ongoing progress information to students,
parents, and community leaders.
Program Selection Criteria
(cont.)
4.
5.
The programs must
(a) be cost effective
(b) reduce dependence on long-term, external
funding
(c) reduce long-term dependence on external
consulting and decision making.
The programs must produce the evidence of
effectiveness required by tribal, agency, and federal
accountability requirements.
Instructional Priorities:
Classroom Organization
•
•
•
•
In keeping with federal Reading First requirements,
there was a major emphasis on:
Increasing the quality and quantity of academic
instructional time to ensure the prevention of failure.
Providing highly competent small-group and tutoring
instruction.
Developing and supporting instructional teams in which
the technical competence of paraeducators was
increased along with their roles as contributing members
of the instructional team.
Ensuring the maximum amount of academic learning
time for all students. Students must be on task,
interested, and working on content important to their
specific needs.
Small-Group Instruction
• This is the “Centerpiece.” It is the most
important instructional delivery vehicle.
Small-Group Instruction
• Student attention is
sharply focused.
• Active student
participation is
required.
• Individual and
unison responses
provide extensive
practice and
success
experiences.
Small Group Instruction
• Group membership is relatively
homogeneous and dynamic.
• Group membership is
constantly changing based on
changing individual needs.
• Group size varies. The more
severely at-risk students are in
smaller groups.
• Group size varies from 2 to 8
participants based on student
needs and the nature of the
tasks.
Planning for the Prevention of
Reading Failure
Reading First requires recognition that:


The most humane and cost-effective failure
prevention investments should emphasize
(a) the entire kindergarten year,
(b) the summer between kindergarten and grade 1,
and, (c) the first half of grade 1.
Phonemic Awareness is the gateway skill to
beginning reading success. It is required by
Federal Reading First mandates. No child
achieves reading competence without phonemic
awareness.
Planning for the Prevention of
Reading Failure
• For the prevention of reading failure, Phonemic
Awareness is emphasized in the first quarter of
kindergarten.
Assessment is Instruction
• There is no line between instruction
and assessment.
• Assessment must inform instruction
day by day and year by year.
Assessment is Instruction
• Small-group instruction is designed so the
teacher can monitor and immediately adjust
instruction to ensure achievement, participation,
success, and recognition for every student.
Assessment is Instruction
• Once a week we have instructionally relevant,
objective data on the achievement and the
progress of every student.
Aptitude and Attitude
• Skill acquisition and skill consolidation are extensively
linked.
• Extensive oral practice develops fluency, competence,
and confidence.
Aptitude and Attitude
• Consistent demonstrations of success are consistently
recognized.
• Students receive constant feedback of progress from
multiple sources.
Aptitude and Attitude
• Consistent demonstrations of academic success build
self-esteem, which can generate more academic
success.
“The more you read,
the more you know.
The more you know,
the smarter you grow.
The smarter you grow,
the stronger your voice.
When speaking your mind,
or making your choice.”
Reading First K-3 Curriculum
Priorities
•
1.
2.
3.
4.
5.
Federal Reading First requires teachers to
provide a program of direct, systematic
instruction in all five essentials of reading:
Phonemic Awareness
Phonics
Fluency
Text Comprehension
Vocabulary Development
Phonemic Awareness
Instruction
• Provide explicit and systematic instruction,
focusing on the most important phonemic
awareness skills, such as segmenting and
blending.
• Use systematic, instructional assessments
on specific phonemic awareness skills to
inform instruction.
• Link sounds to letter symbols as soon as
possible, even before learning letter names.
Fluency Instruction
• Provide opportunities for oral, repeated
reading that include support and feedback
from teachers, peers, and parents.
• Match text and instruction to individual
students.
• Apply systematic, classroom-based,
instructional assessments to monitor fluency,
rate, and accuracy.
Phonics and Word Study
Instruction
• Provide explicit, systematic, phonics instruction that
teaches a set of letter-sound relations.
• Provide explicit instruction in blending sounds to read
words.
• Provide practice in reading to immediately apply
phonics knowledge to decodable text.
• Give substantial practice in the application of phonics
to the spelling of words.
• Use systematic, classroom-based, instructional
assessments of phonic and decoding skills to inform
instruction.
Text Comprehension Instruction
• Provide comprehension instruction before, during, and
after reading narrative and expository texts.
• Explicitly explain, model, and teach comprehension
strategies, such as previewing and summarizing text.
• Promote discourse by asking questions and
encouraging students to develop questions to
demonstrate comprehension.
• Provide extended opportunities for English language
learners to participate.
• Use systematic, classroom-based, instructional
assessment to inform comprehension instruction.
Vocabulary Instruction
• Provide opportunities for students to receive direct,
explicit instruction in the meaning of words and in word
learning strategies, particularly morphological skills.
• Provide many opportunities for students to read–both in
and out of school.
• Engage children in daily interactions that promote using
new vocabulary in both oral and written language.
• Enrich and expand the vocabulary knowledge of
English-language learners.
• Actively involve students in making connections
between concepts and words.
Parent and Cross-Age Tutor
Support
When the reading program is designed and tested for both
teachers and paraeducators, we increase the possibility
of meaningful participation by:
(a) parents- the child’s first teacher, and
(b) By cross-age tutors (teenagers) who benefit by increased
self-esteem, increased academic performance, and
increased commitment to community service and values.
Building-Level Staff
Development
• Building leaders, curriculum leaders, and lead teachers
provide for extensive collaboration and ongoing staff
development.
• New teachers and paraeducators receive immediate
and intensive support.
Building Leadership
• The information on every student is reviewed at least
once per month by building and curriculum leaders.
• Resources are immediately allocated to support
teachers and students.
Kindergarten Test: Brigance
Inventory of Basic Skills
Achievement Areas 2002-2003 School Year
Kindergarten Reading
85.4 Percentile
Kindergarten Math
75.8 Percentile
Year-end Scores
Grades 1, 2, 6 Test:
Stanford 9 (NCE Scores)
Achievement
Areas
Grade 1: Reading
Grade 2: Reading
2001-2002
School Year
No Test
22.2
2002-2003
School Year
42.1
32.6
Changes
Grade 1: Math
No Test
26.6
NA
Grade 2: Math
18.8
28.2
9.4
Grade 6: Reading
12.7
26.2
13.5
Grade 6: Math
29.9
42.4
12.5
NA
10.4
Indicators of Improvement
Achieved
BIA Annual Report Card- Grades 3-12
• The number of students proficient or advanced
in Language Arts increased from 13.41% in
the previous year to 34.27%.
• The number of students proficient or advanced
in Reading increased from 12.99% in the
previous year to 22.03%.
• The number of students proficient or advanced
in Mathematics increased from 27.71% in the
previous year to 43.01%.
BIA Agency Ranking - Reading
BIA Agency Ranking - Math
Where Are We Now?
We had a vision, and we had hope.
We have promise and an ever-growing reality.
There are solutions within our reach.
Are all the problems solved? No.
Are all the solutions easy? No.
Are the solutions growing clearer? Yes.
Are the solutions exotic and expensive? No.
Are the solutions consistent with our community priorities? Yes.
Is there the brightening light of increased competence
and increased self-esteem in the eyes of our children? YES!