TUBA CITY PRIMARY & EAGLES’ NEST INTERMEDIATE by Sharlene Navaho & Justin Roberson.
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Transcript of TUBA CITY PRIMARY & EAGLES’ NEST INTERMEDIATE by Sharlene Navaho & Justin Roberson.
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TUBA CITY PRIMARY & EAGLES’ NEST INTERMEDIATE
by Sharlene Navaho &Justin Roberson
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Bell Work
• On a notecard, write down three strengths of your school’s curriculum and three opportunities where you can build on your school ‘s curriculum
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Sharlene Navahopersonal bio
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Justin Roberson-personal bio
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Where is Tuba City?
Tuba City is located on the Navajo Reservation.
As of the census of 2000, there were 8,225 people, 2,036 households, and 1,675 families residing in the CDP (Census Designated Place).
The racial make-up of the CDP was 92.01% Native American, 5.47% Caucasian, 0.16% African American, 0.22% Asian, 0.04% Pacific Islander, 0.63% from other races, and 1.47% from two or more races. 2.36% of the population were Hispanic or Latino.
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• TCUSD consists of six (6) schools:
• Tuba City Primary School (K-5)• Dzil Libei Elementary School (K-5)• Tsinaabaas Habitiin Elementary School (K-4)• Tuba City Junior High School (6-8)• Tuba City High School (9-12)• Nizhoni Accelerated Academy (9-12)
• Currently have 1,743 students enrolled
• Our student population is primarily Native American (96%). Caucasians are the next group at 3% of our population.
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•Tuba City Primary School D to a B (2012-2014)
•Eagles’ Nest IntermediateF to a C (2012-2014)
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2012 2013 2014
50%
61%68%
48%56%
66%
Tuba City Primary SchoolAIMS Percent of Students Passing
Grade 32012-2014
Mathematics Reading
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Eagles’ Nest Intermediate
Located in Northern AZ on the Navajo Reservation (approximately 1 hour north of Flagstaff)•275 students- grades 4,5,6•75 new students ever year (25% turnover)•12 classroom teachers (Four per grade level)•ESS program- inclusion model•Current state label: C•Current federal label: priority
2010 2011 2012 2013 20140.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
43.0%40.5%
48.3%51.0%
53.6%
D D F C C
Eagles Nest Intermediate
AIMS Pass-ing RateLetter Grade
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What contributed to our success?• Beyond Textbooks
• Calendar• Unwrapped Documents• Weekly formatives• Analyzing our data
• Teacher motivation• Teachers want to provide
the best educational experience for all students
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Data Collection• Weekly Data Team
Meetings• Formative Assessments• Galileo• STEEP
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Vail Unified School District
“The nature of the relationships of the adults who inhabit a school has more to do with the school’s quality and character and with the accomplishments of its pupils than any other factor.”
-Roland Barth
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Richard DuFourFour critical questions:
• Question 1) What do we want each student to learn?ACCRS/ Pacing Calendar/ Curriculum Map• Question 2) How will we know when each student has learned it?
Weekly Formative Assessment• Question 3) How will we respond when a student experiences difficulty learning?
Reteach; Tutoring; Intersession; Saturday School; RTI Process
• Question 4) What will we do when a student has learned what we are teaching?
Enrichment; PBL’s
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Relationships/Expectations
• Non negotiables• Beginning and ongoing expectations- teacher• Beginning and ongoing expectations- teacher-first day• Beginning and ongoing expectations- admin
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Motto for SY 15-16
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Classroom Expectations
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DMS
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DMS tracking sheet
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Benchmark Standards
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Weekly Formative Assessment Data
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Week 1: Standard
Z-4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
June 1 -5, 2015
Week 2: Standard
AZ-4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison
June 8-12, 2015
Week 3: Standard
AZ.4.M.NFA.A01 Explain why a fraction a/b is equivalent to a fraction (nxa)/ nxb) by using visual fraction models.
June 15- 19 2015
Week 4: Standard
AZ-4.NF.B.4 (Items found under 4.NF.4a-c) Apply and extend previous understandings of multiplication to multiply a fraction by a whole number
June 22-26 2015
Students Name
Pre
Test
Post-Test Pre-Test Post-Test Pre-Test Post-Test Pre-Test Post-Test
80 100 100 100 60 100 Absent 100
60 100 100 100 60 100 80 100
20 Absent Absent 100 Absent Absent Absent Absent
20 60 0 100 60 100 Absent Absent
40 80 20 80 0 20 40 100
40 100 100 100 Absent Absent 80 100
20 40 40 20 0 0 40 40
20 40 Absent 80 40 20 60 80
40 80 60 100 Absent Absent Absent Absent
20 20 0 40 20 100 60 80
60 80 100 100 Absent 100 80 100
20 100 100 80 0 20 60 20
60 40 40 80 40 80 20 40
60 Absent 100 100 60 80 80 Absent
60 100 60 100 60 100 80 100
40 Absent 60 100 60 Absent Absent Absent
Extended Learning Opportunities-data driven interventions
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SMART Goals: grade level
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SMART goals: grade level; strategies /action plan
• Number of Students: 70• • WEEKLY SMART GOAL: • 70% (49 out of 70 ) of the second grade students will meet or exceed (80% of the assessment) in the Reading and Math standards formative test.• Reading Standards• Compare and contrast two or more versions of the same story by different authors or from different cultures.• Retell stories from diverse cultures and determine their central message, lesson, or moral• 50 out of 70 students (71%) passed• 35 out of 70 students (50%) passed• • Math standards• I can estimate the length of a given object.• Identify the key information in a word problem and solve for the unknown number.• 29 out of 70 students (41%) passed• 48 out of 70 students (69%) passed• The tables above showed that we did not meet our weekly goal for the month of February 2015.• • DMS: • Probe 9 (Subtraction Double Digit without regrouping)• 63 out of 70 students (90 %) mastered subtraction double digit without regrouping.• Instructional Intervention/Strategies Provided:• Reteach and Enrich Program• Small Group Instructions• Differentiated Instructions• Pull out students from Specials• After School Tutoring• Fall Intersession Class• Saturday School• • Our TEAM will continue to work together through weekly meetings, collaborative planning, and data analysis to make sure that the needs of our students will be addressed appropriately.
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SMART goals- student
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SMARTGoal-student created
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School wideGoal: 15-16Effective TeachingKagan Strategies
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Ask for help, in all the right places…..• Dr. Harold Begay, Tuba City Unified School District
Superintendent: expect the gold standard & show support
• Beyond Textbooks Consortium• Leader Mentorship- Mr. Kevin Carney & Ms. Deborah
Bryson• Peer observation, exterior/ interior observation and
reflection
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Closure
• One curriculum take away from presentation, how can I apply it (ticket to leave) ?