DRAFT
Title VII Administrators Forum
Analyses of 2011 Data: A Report to the
State Advisory Council on Indian Education
_____________ 2012
Student Population: American Indian students in districts receiving Title VII funding
Core Data: EOG and EOC results in reading and math for grades 3, 5, 8, and 10
Collection Year: Spring 2011
Table 1
Instructions: Complete the following table according to these steps:
Column 1: Indicate the total number of schools in the district.
Column 2: Indicate the number of schools with American Indian (AI) subgroups
Column 3: Indicate the number of schools with AI subgroups that attained Adequate
Yearly Progress (AYP), as well as those . . .
Column 4: that failed to attain AYP status.
S
School Level
1
Number of
Schools
System-wide
2
Number with AI
Subgroups
3
Number with AI
Subgroups
Attaining AYP
Status
4
Number with AI
Subgroups Not
Attaining AYP
Status
Elementary
Middle
High School
Planning Strategically: The School Improvement Plan
Instructions: The following questions are intended to reveal the extent to which
strategic steps are taken to ensure better outcomes for students. Planning
strategically is particularly important when schools repeatedly fail to meet goals for
AI subgroups.
1. How many schools with AI subgroups have developed a school improvement plan
for 2012?
Elementary: __________ Middle: __________ High School: _________
2. How many do not have a 2012 school improvement plan?
Elementary: __________ Middle: __________ High School: ___________
3. Of this number, how many failed to attain AYP status in 2011?
Elementary: __________ Middle: __________ High School: ___________
4. Where school improvement plans are in place, describe a few strategies that
target the achievement of AI students in the following areas:
Reading and Writing:
Math:
Attendance:
Graduation Rate:
Other areas (e.g., writing, parent involvement, etc.):
5. To what extent do schools typically involve Title VII personnel in developing the
school improvement plan? Select One: 1: Extensive 2: Informal Discussions 3:
Little Involvement
Table 2
Instructions: By grade level, indicate the percentage of students (system-wide) who
scored at or above proficient (grade level) in reading and math.
Gr. 3
Math
% All
% AI
Rdg.
Gr. 5
Math
% All
% AI
Rdg.
Gr. 8
Math
% All
% AI
Rdg.
Gr. 10
Math
% All
Rdg.
Table 3
Instructions: According to system-wide data for grades 3, 5, 8, and 10, indicate the
percentage of students who 1) reached proficiency and 2) demonstrated growth in
reading and/or math. Compare across subgroups.
Grade
3
5
8
10
All
AI
AS
BL
READING
HISP
TWO +
WH
ECD
LEP
S/w DIS
Grade
3
5
8
10
All
AI
AS
BL
HISP
MATH
TWO +
WH
ECD
LEP
S/w DIS
Codes
Two +: Two or More Races; S w/ DIS: Students with Disabilities; AI: America
Indian; AS: Asian; BL: Black; HISP: Hispanic; WH: White; ECD: Economically
Disadvantaged; LEP: Limited English Proficient
Table 4
2
% AI
Instructions: For schools serving AI subgroups and failed to attain AYP status, indicate
the extent to which the following factors apply. In the appropriate column, indicate
the code that represents your best general assessment.
Codes: 1: Yes
2:
Improving
3: Marginal Need
Quality Factors
Elementar
y
Middle
High School
Effective Family Communication/Engagement
High-functioning Student Service Management Team (SSMT)
Rigorous Instruction/Assessment in Reading
Rigorous Instruction/Assessment in Math
Rigorous Instruction/Assessment in Writing
Well-managed and safe School
Having a “Students First” Philosophy
Tutoring Programs
Community Involvement
Availability of Teacher Assistants
Availability of Instructional Coaches/Lead Teachers
Table 5
Instructions: Provide actual numbers of AI students engaged in student life. The
intent is to profile participation in general categories rather than naming specific
clubs and organizations. Because the level of engagement is likely strong in schools
with high AI enrollments, this analysis looks inside schools with AI enrollments of 2535 percent of the total count. It is possible to have duplicate counts, meaning that a
single student could appear in several categories. When an organization/club is not
provided, indicate with NP. This table also captures the presence of AI educators
available to students.
School-sponsored Organizations and Clubs
Organized Sports/Athletics
Cheerleading
Academic Honors
Student Leadership ( student government and class/club officer)
Subject-related Clubs (e.g. math, science, history, etc.)
Career/Technical
Fine Arts (either or both categories: visual and performing)
Native Culture
School Newspaper (or Yearbook)
Community Involvement/Service Learning
Number of AI Teachers, Administrator, and Counselor (combined)
3
Middle
High
School
Table 6
Instructions: In the following table, summarize information pertaining to Title VII
services/resources currently available to students, teachers, and parents.
Title VII Overview
Elementary
Middle
High School
Indicate the number of students receiving services
under Title VII.
Identify the 2012 focused priorities:
EOG/EOC Enhancement
Curriculum Development
Cultural-relevant Professional Development
Gifted and Talented Education
Career Exploration and Advising
Health, Recreation, and Nutrition
Whole-child Education
Student Mentoring Programs
Parent Education
Other
Concluding Comments
Give a thumbnail summary of insights gained from the analyses of your district
data.
1.
2.
3.
4
Submitted by:
School System:
e-mail address:
Title:
Phone:
5