Indian Community School of Milwaukee, Inc. Education Annual Summary Report:

Transcription

1 Indian Community School of Milwaukee, Inc. Education Annual Summary Report: September 7, 2005 Annual Board Meeting

2 With Indian values and cultures at the heart of our mission, the Indian Community School of Milwaukee, Inc. provides each child in our care with the best opportunities to develop spiritually, emotionally, physically, socially, artistically and intellectually. Adopted: February 7, 2005 Page 2

3 Introduction: The Indian Community School of Milwaukee, Inc. provides a comprehensive elementary and middle school program where high quality education focuses on academic achievement, rigorous and researched based instructional strategies and individual student needs. This report provides a summary of student activities through the school year, and a summary of the School s outcomes based on the North Central Association s five year report and independent validating site-visit report. Preparing Students for the Future: The Indian Community School implemented a strategic plan for school improvement that resulted in academic achievement levels that exceed the Milwaukee Public Schools and are moving toward the levels that meet or exceed the high achievement levels for the state of Wisconsin. Indian Community School of Milwaukee, Inc and WKCE Standardized Achievement Test Comparisons Percent of Students Scoring Proficient and Advanced Indian Community School Milwaukee Public Schools Wisconsin 4th Grade Reading 66% 71% 65% 61% 81% 81% Language Arts 64% 71% 63% 59% 78% 78% Mathematics 43% 56% 52% 45% 73% 71% Science 61% 64% 56% 47% 86% 78% Social Studies 77% 89% 76% 76% 90% 91% N= ,751 6,082 61,581 59,897 8th Grade Reading Language Arts Mathematics Science Social Studies Indian Community School Milwaukee Public Schools Wisconsin % 66% 51% 58% 79% 84% 46% 60% 42% 36% 67% 64% 39% 67% 27% 35% 65% 72% 39% 51% 29% 32% 69% 73% 60% 69% 51% 50% 84% 83% N= ,751 6,288 61,581 68,061 Page 3

4 100% 90% 4th Grade WKCE Comparisions: ICS; MPS and WI 80% 70% 60% 50% 40% 30% 20% 10% 0% Indian Community School Milwaukee Public Schools Wisconsin Reading Language Arts Mathematics Science Social Studies 100% 8th Grade WKCE Comparisons: ICS; MPS; WI 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Indian Community School Milwaukee Public Schools Wisconsin Reading Language Arts Mathematics Science Social Studies Page 4

5 North Central Association Commission on Accreditation & School Improvement: The ICS 5 Year NCA School Improvement Plan was designed during the school year that provided the framework to increase the academic achievement levels of ICS students. During the Spring, 2005 a team of independent evaluators visited the school and reviewed the outcomes and progress that the school realized during the five year process. A. GOAL Reading was identified as the focus of efforts through the NCA-CASI School Improvement process. The following demonstrates the identified goal and the specific objectives that were the measured areas in our strategic plan. Goal: Students will improve their ability to apply reading comprehension skills across curriculum. the Objective A: Students will use effective reading strategies to achieve their purposes in reading. Objective B: Students will read, interpret, and critically analyze literature Objective C: Students will read and discuss literary, non-literary, fiction and non-fiction texts in order to understand human experience. Objective D: Students will read to acquire information Strategy 1: Strategy 2: Curriculum Development Professional Development: Opportunities for staff to develop the skills necessary to fully implement active learning and a reading program that meets individual learning styles and developmental stages and a reading program that meets individual learning styles and developmental stages Page 5

6 Standardized achievement test scores for 3 rd Grade Reading, 4 th Grade Reading and 8 th Grade Reading provided the data to determine performance growth toward meeting the Goal: Students will improve their ability to apply reading comprehension skills across the curriculum. Assessment of Primary Level Reading at Grade Three Comparisons Total Comprehension Scores Spring, 2000 Spring 2001 Spring 2002 Spring 2003 Spring 2004 Spring 2005 School Average District Average Number Tested Minimum Basic Proficient Advanced Proficient/Advanced Spring, 2000 Spring 2001 Spring 2002 Spring % 3% 11% 2% 23% 35% 34% 32% 50% 59% 47% 59% 23% 3% 8% 7% 73% 62% 55% 66% Spring % 12% 71% 17% 88% Spring % 10% 67% 23% 90% Wisconsing Reading Comprehension Test: Grade Three Comparsions % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Spring, 2000 Spring 2001 Spring 2002 Spring 2003 Spring 2004 Spring 2005 Page 6

7 The data for the Wisconsin Reading Comprehension Test for third grade, while showing a variance in annual scores, has shown an increase betweeen our base line data and the most recent data. What may be more significant is that our School Profile reports 3 rd Grade Reading Proficiency/Advanced level was at 45%. The percentage of students at proficiency/advanced levels increased by 28% in the first year of implementation, and by 45% by the end of the five year school improvement cycle. In addition, 90% of ICS third grade students score at the proficient and advanced levels & WKCE Standardized Achievement Test Comparison Fourth Grade students took the WKCE in the Fall of 2003 and N = N=38 Reading Language Math Science Social Studies Minimal 2% 8% 5% 3% 27% 18% 7% 5% 7% 5% Basic 32% 21% 32% 26% 30% 16% 32% 32% 16% 5% Proficient 41% 34% 50% 47% 34% 27% 59% 53% 45% 47% Advanced 25% 37% 14% 24% 9% 29% 2% 11% 32% 42% Proficient / Advanced 66% 71% 64% 71% 43% 56% 61% 64% 77% 89% 100% WKCE 4th Grade Proficient / Advanced Comparisons: ; % 80% 70% 60% 50% 40% 30% 20% 10% 0% Reading Language Math Science Social Studies Page 7

8 Eighth Grade students took the WKCE in the Fall of 2003 and N = N=33 Reading Language Math Science Social Studies Minimal 14% 3% 21% 9% 39% 21% 25% 24% 4% 3% Basic 38% 30% 32% 30% 21% 12% 36% 24% 36% 27% Proficient 43% 45% 39% 42% 32% 58% 32% 33% 46% 36% Advanced 7% 21% 7% 18% 7% 9% 7% 18% 14% 33% Proficient / Advanced 50% 66% 46% 60% 39% 67% 39% 51% 60% 69% 8th Grade Comparison: Proficient/Advanced % 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Reading Language Math Science Social Studies The State of Wisconsin changed the standardized achievement tests administered to Wisconsin students, and ICS followed course during the school year to assure that there were measures that would allow snapshot comparisons in achievement. The data reveal that both 4 th and 8 th grade students made significant improvements and scored above the national average of 50 NCE in all areas tested. Page 8

9 B. GOAL Students will demonstrate behaviors that increase student responsibility. SUPPORTING DATA We chose this goal based on data from the following sources: 1. Students with 15 or more unexcused absences 2. Staff informal surveys 3. Average monthly attendance TWO INTERVENTIONS/STRATEGIES THAT GENERATED THE MOST SUCCESS ON THE GOAL The two interventions/strategies which generated the most success on the goal were: 1. Daily phone calls to guardian/home visits by social worker 2. Monthly perfect attendance The assessments used to determine student performance growth on the goal were: 1. Average daily attendance reports 2. Attendance contracts/students with 10+ unexcused absences 3. Daily tardy reports The following graphs/charts illustrate the results of the assessments used to determine student performance related to this goal. Attendance Rate Comparisons SY Year to Date Totals 100% 95% 90% 85% 80% 75% YTD Totals 87% 90% 92% 93% 94% 94% Page 9

10 Graph 1.1 shows the average daily attendance rate comparison for the school years through The average daily attendance rate increased from 90% in the baseline year to 94% in the documentation year Program Overview: Curriculum - what is taught The Indian Community School curriculum is aligned with the Wisconsin s Model Academic Standards and provides students with a sequenced course of student in each subject area.. The content of the curriculum is based on Woodland culture, spirituality and the Seven Core Values and includes locally developed benchmarks in Language and Literacy, Mathematics, Science, Social Studies, Art, Technology, Health, Physical Education, Movement and Music that meet the Wisconsin State Academic Standards. The curriculum provides the basis for child centered benchmarks, which encompass all age levels currently taught at the School. In addition, teachers design workshops to most effectively implement the curriculum within their classrooms to meet individual student needs. Instruction how we teach Highly qualified teachers plan instruction to meet the student s individual learning styles and strengths. Teachers provide differentiated instruction and activities that meet the variety of levels, interests and needs within the classroom. The instructional program is based on a constructivist approach through nationally validated curriculum and research based instructional strategies. Guided Reading & 6 Trait +1 Writing, brain research, learning styles, Eight Intelligences and active learning are used as resources and references to connect standards to practice, assessment and culture. Kindergarten through eighth grade implements an active learning educational approach with a developmental framework that includes the following components: Active Learning, Content, Teacher-Child Interaction, Assessment, Instructional Strategies, Procedures and Routines, and Daily Schedule. Page 10

11 Assessment measuring what students learn From the first day of school, teachers keep anecdotal notes about individual children s significant behaviors, changes, statements anything that might help them better understand a child s way of thinking and learning. These notes become part of the child s portfolio, a collection of work for each child that reflects his or her current abilities. Locally developed assessment instruments provide the basis for assessment of observational and other portfolio items for reporting each child s progress and development. A variety of informal checklists and instruments are completed 2 3 times per year to measure each child s individual progress. Assessment results are also used to plan individualized instruction. The School also implements Wisconsin Department of Instruction s requirements in the Wisconsin Student Assessment System. Beginning in the school year, all students in grades 3 through 8 will be tested in reading and mathematics. The tests are referred to as the Wisconsin Knowledge and Concepts Examination Criterion-Referenced Tests (WKCE-CRT) and replace the WKCE reading and mathematics tests beginning in the Fall Student performance on the assessments is reported in proficiency categories In addition to reading and math assessments, fourth and eighth grade students participate in the assessment of science, math, Language Arts/writing, social studies. A.S.P.I.R.E. The scholarship program offers 8th grade graduates the opportunity to attend a private high school of their choice. ICS will contribute financially to cover the cost of tuition and books, as long as the students meet the established criteria. ICS strongly encourages Indian students to set academic goals, envision dreams and ASPIRE to achieve their fullest potential. The ASPIRE program is available for students enrolled at ICS during the school year. Commencing with Kindergarten 4 student enrollment for the school year and those Kindergarten 4 classes in the years thereafter, ICS shall not commit to provide a private high School scholarship for any such student. Page 11

12 ICS caps its budget for eighth grade private high school scholarships to a total of $105, per year for both tuition and books, regardless as to whether such costs rise in the years thereafter. Interested parents and/or guardians of eighth grade students may contact the Guidance Counselor for further information. ASPIRE: Academic Scholarship Program for Indians Reaching for Education: High School # Freshman # Sophomores # Juniors # Seniors Total Marquette University Pius XI St. Joan Antida Thomas More University School 1 1 Whitefish Bay Dominican Wisconsin Lutheran 1 1 Totals: Events and Activities: ICS initiated and planned an number of community and school events through the school year. The following is a representative sample of some of the events and activities implemented: The ICS Drum group participated in the opening of the Smithsonian s National Museum of the American Indian in Washington, D.C. from September 21-23, The entire school were invited to the Spirit performance by the Lake Spirit 7 th Fire Dance Show Four ICS students were invited to the National Museum of the American Indian to develop an Electronic Field Trip (EFT) to the Museum. The EFT is designed for students in Grades 5-9 throughout the US to see and experience the Museum without leaving their Page 12

13 classrooms. 8 million students were signed up the take part in the NMAI EFT. On March 22 the EFT was available Live at 9:00 AM and 12:00 PM CST The Girls Basketball Team finished the year with a record of 4-4 in league play while taking first place in the conference tournament. The team also won the all Native Girls Tournament. The Boys Team also played hard and worked to complete a fantastic year. The team finished 5-3 in conference for 3rd place and taking the second place trophy for the conference tournament. Finally, earlier in the season the ICS defeated Oneida and Menominee Tribal School to claim the coveted All Native Basketball trophy. Traditional Feasts held at the beginning of each season were held for students and the Community. Sweatlodges were conducted on a monthly basis. Children in fourth, fifth, and sixth grades, as well as middle school participated in overnight culturally focused field trips to Wisconsin reservations. The eighth grade students participated in fund raising events throughout the school year and raised enough money to add to the Boards budget allocation to go to Niagara Falls, Cave of the Winds, Carlisle Indian School and Washington D.C. Family events were held that included a Halloween party, Breakfast with Santa, Movie Nights, Night out with Dad, a Brewer s tailgate party and the Family Affair program at UWM. Page 13

14 Enrollment and Staffing: As of September, 2005, there were 333 students enrolled for the school year out of our 350 student enrollment cap. Grade Level # Enrolled # Teachers # Teacher Assistants Kindergarten 4 & First Grade 36 3 Second Grade Third Grade 43 3 Fourth Grade 30 2 Fifth Grade Sixth Grade 31 2 Seventh Grade 36 2 Eighth Grade Special/Support Staff # Teachers/Certified Staff # Non-Certified Staff Art 1.5 Music 1 Physical Education 1 Library 1.5 Guidance/Home School Liaison 1 School Social Worker/RTC 1 1 FRC Social Worker 1.5 Parents As Teachers 1 (PAT Certified) Reading Specialist 1 Resource Teacher 1 Speech/Language Therapist 1 Culture / Language 4 Curriculum 1 Page 14

15 The Indian Community School Board of Directors, faculty, staff, parents/ guardians and community will work on defining a strategic plan to continue the school improvement efforts, developing our school learning community and increasing student achievement levels that we have come to expect. Page 15