Richmond County American Indian Student Achievement Survey

Richmond County

American Indian Student Achievement Survey

(for tables 1-3, refer to 2011 EOG/EOC data)

Table 1

Complete the following table according to these steps:

S

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.

1 2 3 4

School Level

Number of

Schools

(system-wide)

7

Number with AI

Subgroups

0

Number with AI

Subgroups Attaining

AYP Status

N/A

Number with AI

Subgroups Not

Attaining AYP Status

N/A Elementary

Middle

High School

4

5

0

0

N/A

N/A

N/A

N/A

Table 2

For the given categories in this table, indicate the percentage of students (system-wide) who scored at or above the proficient level in reading and math.

Gr. 3

Math

Rdg.

% All % AI Gr. 5 % All % AI Gr. 8 % All % AI Gr. 10 % All % AI

77.8 88.9 Math 84.0 76.5 Math 70.7 64.5 Math 75.0 68.8

57.8 63.0 Rdg. 65.2 74.7 Rdg. 52.0 46.9 Rdg. 72.1 76.5

Table 3

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.

Grade

3

5

8

10

Grade

3

5

8

10

All AI AS BL HISP

57.8 63.0 62.5 43.1 50.8

READING

TWO +

52.9

65.2 64.7 n/a 53.1 59.6

52.0 46.9 60.0 30.6 50.0

72.1 76.5 54.5 57.3 61.9

66.7

46.2

87.5

MATH

All AI AS BL HISP TWO +

77.8 88.9 50.0 64.6 78.0 88.2

84.0 76.5 n/a 75.9 87.2

70.7 64.5 60.0 60.4 68.4

75.0 68.8 75.0 65.4 73.2

93.3

84.6

60.0

WH ECD LEP S/w DIS

69.3

76.8

72.6

31.4 41.3 25.4

58.7 35.7 27.1

43.1 22.2 6.8

87.9 65.4 40.6 18.5


86.3

91.5

80.9

73.0 71.0 45.7

81.0 82.1 50.0

65.9 55.6 20.3

84.2 70.1 65.5 21.3

Richmond County Cont.

Codes for Table 3: 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; and LEP: Limited English Proficient

Table 4

Based on your best knowledge of schools with sizable pockets of AI students

(at least 30 %), indicate the total number that meets each criterion. For example, out of 10 elementary schools, two have award-winning parent/family projects; two have recently employed 10 teacher assistants; six have outstanding principals; three offer after-school tutoring; no school excels in community involvement; nine have strong reading teachers; two employ instructional coaches; four are known for efficiency and safety; seven have outstanding SSMTs; one is noted for excellence in mathematics; and three have exceeded district writing scores for two years. Below is a partial example.

Quality Factors Middle

Total Number:

High School

Total Number:

Effective Family Involvement

Effective Community Engagement

High-functioning Intervention Team

Rigorous Instruction in Reading

Rigorous Instruction in Math

Rigorous Instruction in Writing

Known for Efficiency and Safety

Highly effective administrators

Availability of Tutors

Availability of Teacher Assistants

Availability of Instructional Coaches

6

3

2

2

1

3

4

2

0

7

9

Elementary

Total Number: 10


Table 5 (see next page)

For the current year, provide the number of AI students represented in the following school activities.

Because representation is likely strong in schools where the AI enrollment exceeds other racial groups, this analysis examines “small pockets” of American Indian students. In cases where a club/organization is not provided, indicate with NP. Add the enrollment of each middle and high school for a combined enrollment total. For example, if you surveyed three middle schools each with an enrollment of 500, the combined enrollment is 1500 middle graders.

Activity Middle

Combined

Enrollment: 102

Less than

25 %

25-50%

X

X

X

X

High School

Combined

Enrollment: 115

Less than

25%

X

X

25-50%

X

X

Sports/Athletics

Cheerleading

Academic Honors

Student Leadership (e.g. student government, class officer, club officer, etc.)

Subject-related club (e.g., math, science, art, etc.)

Career Technical Club

Performing Arts (e.g., instrument, choral, theatre/drama, etc.)

Native Culture

Newspaper or Yearbook

Service Learning

X

X

X

X

X

X

X

X

X

X

X


Table 6

Summarize information pertaining to services/resources currently available through Title VII. A partial example is provided.

Title VII Overview (FY 2012) Elem Middle High School

A. For the following categories, indicate where Title VII funds are concentrated. Simply indicate the number of schools being served.

For example, if tutoring is provided in 10 elementary schools, include this number in the correct column (see example). If four middle schools receive Title VII support to foster better health and fitness, indicate in this table. Suppose history teachers in five high schools are participating in staff development funded by Title VII. If so, indicate in the correct column (see example).

Tutoring (e.g. reading, math, writing, or combined) k-5

Cultural Enrichment (Native American Heritage Month)

Health, Recreation, and Nutrition

Student Mentoring

Post-secondary Preparation and Advising

Summer Enrichment

After-school instructional support

B. For the following categories, indicate the ones receiving Title

VII support .

Parent Education and Training (AI parents/guardians)

Professional Development (all teachers and/or staff) (Social

Studies)

7 (4)

7 n/a n/a

7

4 n/a

2

4

Non n/a

4

4

5

C. What other areas are receiving Title VII support? Briefly describe in this space.

Attendance/Drop-out Prevention 4 5

Planning Strategically: The School Improvement Plan (2011-12)

The following questions are intended to reveal the extent to which strategic steps are resulting in better outcomes for students. Planning strategically is particularly important when schools repeatedly fail to meet goals for minority subgroups.

1. How many schools with AI subgroups have adopted a school improvement plan for 2011-12?

All Richmond County Schools have School Improvement Plans, but we have no schools

5 n/a

5

Traditional n/a with American Indian subgroups.


2. Of those with AI subgroups, how many have not adopted a school improvement plan for 2011-

12? N/A

3. Of the number given above, how many failed to attain AYP status in 2011? N/A

4. Given the curricular areas below, describe strategies/action steps that target American Indians students in school improvement plans.

Reading & Math: Because Richmond County Schools does not have American Indian subgroups, the AI project staff targets AI students by:

K-5: Small group or 1:1 instruction, 2-3 days per week at targeted schools.

Writing:

Graduation rate: The Youth Development Specialist regularly monitors attendance at all middle schools and high schools.

Other areas:

5. To what extent do the Title VII staffs collaborate with school improvement teams during the development of the school improvement plan?

1: Extensive 2: Informal Discussions 3: Little Involvement

Briefly explain.

Faculty Meetings

Committee Meetings

Professional Learning Communities

Teacher Conferences

K-2 Assessment Data (Reading and Math)

Benchmark Test Data (Reading and Math)

End of Grade Test Data (Reading and Math)

Concluding Comments

Provide a summary of insights that you have gained by completing this survey, and offer recommendations for consideration in the next SACIE report.

1.

Parental involvement matches student involvement ratios: either highly involved or not.

2.

Surprising that there is not an AI subgroup at any school.

3.

Enlightening that percentage rates are not higher in EC and AIG populations.

4.

The State of NC’s Early Diagnostic Reading Assessment has not been updated to match the federal guidelines for race/ethnicity.

Jackson County Public Schools, Sylva, NC

Background Information

The Qualla Boundary of the Cherokee Indian Reservation sits on the border of Jackson

County and Swain County. This means that students whose homes are in both Jackson

County and on the Boundary may attend Jackson County Schools. Although there are small numbers of American Indian students at each of our other eight schools, Smokey

Mountain Elementary (SME), which is the school closest to the Boundary, has the highest number. The American Indian population at SME represents a little over 50% of the school’s student body.

Schools

Total number of schools: 9

K-8 schools: 4

K-6 school: 1

7-12 virtual early college: 1

Traditional high school: 1

Early college (on community college campus): 1

Alternative school (grades K-12): 1

Of the schools, Smokey Mountain Elementary is the only school with an American

Indian subgroup. During the past year, SME did not achieve AYP status.

Proficiency Levels (Data based on NC School Report Card)

Gr. 3 % All % AI Gr. 5 % All % AI Gr. 8 % All % AI

Math 80.3 66.7 Math 86.2 66.7 Math 88.8 85.7

Reading 69.5 60.6 Reading 77.0 59.3 Reading 74.5 67.9

Proficiency Levels by Subgroups (Data based on NC School Report Card)

Reading

Grade All AI AS BL HISP TWO+ WH ECD LEP SWD

3 69.5 60.6 59.4 85.7 70.7 59.5 47.6 29.7

5

8

77.0 59.3 60.0 50.0

74.5 67.9 50.0

81.1 65.4 20.0 46.7

77.2 67.3 40.0

Math

Grade All AI AS BL HISP TWO+ WH ECD LEP SWD

3

5

8

80.3

86.2 66.7 80.0 81.3

88.8

66.7

85.7

71.9

71.4

85.7 82.8

88.6

90.4

73.0

78.6

85.9

71.4

60.0

60.0

54.1

66.7

60.0

American Indian students are performing more strongly in mathematics than in reading.

Because of this, Title VII funding is utilized to fund a reading specialist at the SME. The daily schedule has been updated to include a literacy block of at least 2 hours in all grades K-8. Writing is integrated into all subject matter and authentic samples of student writing are collected in an online moodle in grades 3-8. Four samples are collected in grades 4-8 and two are collected in grade 3. Formative feedback is provided for each sample.

Several varied assessments are used at SME. Along with daily formative assessment in the classroom, the school uses Measures of Academic Progress (MAP) assessment data

from three-times-yearly administrations. Teachers also use Study Island benchmarking, teacher-made quarterly exams, DIBELS and North Carolina K-2 assessments for additional data to inform their instruction. The principal of the school indicates that all student groups are showing improvement according to these assessments.

Quality Factors

Smokey Mountain Elementary provides many opportunities for students and their families. One area in which they stand out is that of family involvement. Events held each year that are very well attended are quarterly awards programs, Breakfast with

Books, Doughnuts with Dads, Muffins with Mothers, and other special curriculum nights.

There is also a great deal of community involvement to support all students, including

American Indian students. The Indian Parent Committee at the school is very involved and advocates for students, often going into the community to encourage donations and secure grant funding to help meet student needs. Family, health, mental health and nutrition resources are provided through entities within Jackson County and within the

Cherokee Reservation.

Rigorous instruction takes place in reading, math and writing. Teachers have received training in research-based strategies and methods including Thinking Maps, Write…from the Beginning, Partners for Mathematics Learning, Marcie Cook, Curriculum Toolbox,

Kathy Bumgardner and others. Classroom instruction is regularly monitored by school and district administration to ensure fidelity. Teacher assistants are an integral part of classroom instruction full-day in kindergarten and first grade and half-day in second grade. A reading specialist and lead teacher provide additional instruction to students and small groups who are identified with a need. In addition, due to the school’s status in school improvement, Title I funded district instructional coaches in literacy and math serve the school several days a week, providing professional development, modeling lessons, and supporting teachers as they teach. Tutors are available to provide further support to students. The school system provides funding for two part-time tutors at the school. In addition, students who qualify for free and reduced lunch have been able to take advantage of SES tutoring as well as after-school tutoring through the school’s 21 st

Century grant-funded program.

Involvement in Special Programs/Extracurricular Activities

Exceptional Childrens’ Program-

Of the 46 students served in the Exceptional Childrens’ Program at Smokey Mountain

Elementary, 21 are American Indian, making up 46% of the total. This is within an expected range, given that the total American Indian population at the school is a little over 50%.

Academically and Intellectually Gifted Program-

At the overall school level, 3% of the students are served in the AIG program. 5% of the

American Indian population is served in the program.

Extracurricular Activities-

American Indian students are actively involved in extracurricular activities at the school.

The following chart lists the activities and what fraction of the students involved are

Native American.

Activity

Beta Club

Student Leadership/Government

Basketball

Cheerleading

Volleyball

Football

Baseball

Softball

Band

Native Culture

Service Learning

New Century Scholars (completion of program guarantees fully funded 2-year and community college and 4-year degree)

Fraction of Participating Students Who

Are American Indian

14 of 26

10 of 18

9 of 13 (boys); 8 of 10 (girls)

4 of 9

4 of 6

4 of 9 (team made up of whole county)

6 of 12

11 of 12

4 of 8 (band includes students in whole county)

9 of 10

4 of 4

2 of 5

Title VII Overview

Title VII funds are targeted to Smokey Mountain Elementary as this is the school with the highest population of American Indian students. The system has seen this as a wise investment in the early learning of students. With Title VII funds, a reading specialist is employed as well as a Cherokee language instructor who provides instruction to all interested students. From the small amount of remaining funds, the school purchases materials to support the Cherokee language program at the school. While not directly funded by Title VII funds, the school has made it a priority for teachers to have access to programs and professional development in the area of cultural awareness.

Strategic Planning: The School Improvement Plan

Smokey Mountain Elementary, the only school in Jackson County with an American

Indian subgroup adopts a school improvement plan every year. This is a district board requirement as well as being a Title I requirement since the school did not attain AYP status in 2011. The school includes goals specifically related to reading and math in the school improvement plan, which includes strategies referenced prior in this document.

District staff and Title VII staff are included in the development of the school improvement plan. In addition, American Indian parents are highly engaged in the process. Five of the six parent representatives on the school improvement team have ties to the tribe—enrolled members, employed by tribe, or spouse of an enrolled member.

The same is true of the PTO board, in which 4 of the 5 parent members have ties to the tribe.


Since Smokey Mountain Elementary is the only school in Jackson County with a significant population/subgroup of American Indian students, much of this survey has been devoted to this one school. There is a great deal of commitment at the school from the administration, staff and parents, to provide the best education possible for all

students. With American Indian students representing just over half of the student population, they are an integral part of the school. Opportunities are available to these students and are accessed on an equal footing with their non-Indian peers. Both Indian and non-Indian students are so involved in the school, that at times, it is not overtly apparent which students are Indian and which are not. In assembling the information for this survey, the principal and Title VII staff, at times, had to refer to enrollment information to confirm tribal membership.

S

Swain County



Table 1







School Level

1

Number of

Schools

(system-wide)

2

2

Number with AI

Subgroups

1

3

Number with AI


AYP Status

59%

4

Number with AI

Subgroups Not


41% Elementary

Middle

High School

1

1

1

1

63.9%

72.&%

36.1%

27.3%

Table 2


Gr. 3

Math

Rdg.


77 60 Math 85.1 80 Math 81.4 76.7 Math 84.2 77.8

63.1 48 Rdg. 78.7 76.7 Rdg. 72.1 63.3 Rdg. 69.3 74.5

Table 3


Grade

3

5

8

10

Grade

3

5

8

10

All AI

63.1 48

78.7 76.7

72.1 63.3

AS BL

All AI

77 60

85.1 80

81.4 76.7

AS BL

80

READING

HISP TWO +

MATH

HISP TWO +


65.5 63.2

83.3

77

69.6

62.9


79.8 73.7

90.6

83

78.5

75.3

Swain County Cont.


America Indian; AS: Asian; BL: Black; HISP: Hispanic; WH: White; ECD:

Economically Disadvantaged; and LEP: Limited English Proficient

Table 4



Quality Factors












Elementary

Total Number: 2

2

2

2

2

2

2

2

2

2

2

2

Middle

Total Number:1

1

1

1

1

1

1

1

1

1

1

1

High School

Total Number:1


For the current year, provide the number of AI students represented in the following school activities. Because representation is likely strong in schools where the AI enrollment

1

1

1

1

1

1

1

1

1

1

1 exceeds other racial groups, this analysis examines “small pockets” of American Indian students. In cases where a club/organization is not provided, indicate with NP. Add the enrollment of each middle and high school for a combined enrollment total. For example, if you surveyed three middle schools each with an enrollment of 500, the combined enrollment is 1500 middle graders.


Activity

Sports/Athletics

Cheerleading

Academic Honors





Native Culture


Service Learning

Middle

Combined

Enrollment:

Less than

40

40

40

40

45

40

40

90

40

40

High School

Combined

Enrollment:

Less than

40

40

40

40

45

40

40

90

40

40


Table 6

Summarize information pertaining to services/resources currently available through Title VII.

A partial example is provided.




Tutoring (e.g. reading, math, writing, or combined)

Cultural Enrichment


Student Mentoring


Summer Enrichment



VII support .


Professional Development (all teachers and/or staff)


1

1

1

1

1

1

1

1

1

1

1

I do not know

1

1

1

1

1

1

1

1

1

1

1

I do not know

1

1

I do not know

1


The following questions are intended to reveal the extent to which strategic steps are resulting in better outcomes for students. Planning strategically is particularly important when schools repeatedly fail to meet goals for minority subgroups. We have one elementary school with NA population. We only have one middle school and one high school.

1. How many schools with AI subgroups have adopted a school improvement plan for

2011-12?

Elementary: ______ 1_ ___ Middle: _____ 1_ ____ High School: ____ 1_ ____

1

1

1

1

1

1

1

1



America Indian; AS: Asian; BL: Black; HISP: Hispanic; WH: White; ECD:

Economically Disadvantaged; and LEP: Limited English Proficient

Table 4



Quality Factors












Elementary

Total Number: 2

2

2

2

2

2

2

2

2

2

2

2

Middle

Total Number:1

1

1

1

1

1

1

1

1

1

1

1

High School

Total Number:1

1

1

1

1

1

1

1

1

1

1

1


For the current year, provide the number of AI students represented in the following school activities. Because representation is likely strong in schools where the AI enrollment exceeds other racial groups, this analysis examines “small pockets” of American Indian students. In cases where a club/organization is not provided, indicate with NP. Add the enrollment of each middle and high school for a combined enrollment total. For example, if you surveyed three middle schools each with an enrollment of 500, the combined enrollment is 1500 middle graders.


Activity

Sports/Athletics

Cheerleading

Academic Honors





Native Culture


Service Learning

Middle

Combined

Enrollment:

Less than

40

40

40

40

45

40

40

90

40

40

High School

Combined

Enrollment:

Less than

40

40

40

40

45

40

40

90

40

40


Table 6

Summarize information pertaining to services/resources currently available through Title VII.

A partial example is provided.

Title VII Overview (FY 2012) Elem Middle High

School




Cultural Enrichment


Student Mentoring


Summer Enrichment



VII support .




1

1

1

I do not know

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

I do not know

1

1

1

I do not know

1

1

1

1

1

1

1

1


The following questions are intended to reveal the extent to which strategic steps are resulting in better outcomes for students. Planning strategically is particularly important when schools repeatedly fail to meet goals for minority subgroups. We have one elementary school with NA population. We only have one middle school and one high school.

1. How many schools with AI subgroups have adopted a school improvement plan for

2011-12? Elementary: ______ 1_ ___ Middle: _____ 1_ ____ High School: ____ 1_ ____


2. Of those with AI subgroups, how many have not adopted a school improvement plan for

2011-12? Elementary: __________ Middle: __________ High School: ___________

3. Of the number given above, how many failed to attain AYP status in 2011?

Elementary: _____ 1 _____ Middle: __ 1 ________ High School: ____ 1 _______

4. Given the curricular areas below, describe strategies/action steps that target American

Indians students in school improvement plans.

Reading : County Wide Reading Initiative: (Year 3 of the initiative)



Literacy Coach works with both elementary schools



90 minute Reading instruction in Grades K-5



Small group instruction on the elementary level



Reading m-Class DIBELS data drives Reading instruction



Tech facilitator at all schools



Teacher collaboration time provided



Common planning time for teachers



60 minute reading instruction in grades 6-8



Freshmen and Sophomore Academy at high school



Every incoming Freshmen provided a lap top computer



Develop pacing guides in Reading for all grade levels that follows the

Common Core Curriculum



EVVAS Data utilized



Remediation provided to students who have a deficit in a specific skills that prevents them from being proficient readers



After school programs in all schools



Reading Data Notebooks in grades K-8

Math:



Grades 3-8 use Class Scape to determine student deficits and teach to the deficit



I-Station for grades K-5



Pacing guides in all grade levels that follow Common Core Curriculum



Smaller classroom sizes in high school and middle school



Use EVVAS data to help drive instruction



After school programs in all schools

Writing :



Teachers follow the pacing guides in writing that were developed by grade level teachers. The pacing guides follows NC Standard Course of Study in

Writing; and writing across subject areas and math journals


Graduation Rate: 76 %



Briefly explain.

The county School Improvement Teams from the four schools meet every summer for two days before school starts. In six years I do not recall a representative from the Title VII staff collaborating with us.



There was no data for the high school 10 th grade test. The high school test are continually changing. I looked at this web site which provided me all the information I needed. There was none for the tenth grade. Web site: http://accrpt.ncpublicschools.org/app/2011/disag/

This survey would be best during the summer when school systems have data for the current school year and principals would have adequate time to complete the survey. April and May are not good times to collect Data for anyone. Schools are super busy during this time of year gearing up for EOG’s and EOCs”

Sampson County Cont.



Table 1


S






School Level

1

Number of

Schools

(system-wide)

9

2

Number with AI

Subgroups

0

3

Number with AI


AYP Status

0

4

Number with AI

Subgroups Not


0 Elementary

Middle

High School

4

5

0

0

0

0

0

0

* student population is too small (less than 5%)

Table 2


Gr. 3

Math

Rdg.


84.8 * Math 81.7 87.5 Math 83.4 * Math 81.6 *

64 * Rdg. 71.8 87.5 Rdg. 61.2 60 Rdg. 52.7 *


Table 3


READING

Grade All AI AS BL HISP TWO + WH ECD LEP S/w DIS

3 64 * * 53.8 52.9 70.8 77.6 57.7 50.0 38.6

5

8

10

71.8 87.5 * 56.8 62.2 92

61.2 60 * 45.3 47

* * * * *

68.9

*

MATH

84.2

78.3

*

65.3

50.9

*

46.2

25.6

*

40.0

*

Grade All AI AS BL HISP TWO + WH ECD LEP S/w DIS

3 84.8 * * 72.3 87.3 79.2 88.6 81.7 87.4 52.9

5

8

10

81.7 87.5 *

83.4 *

83.3 **

*

**

64.9 79.7

75.0 81.8

** **

84.0

86.9

**

90.9

87.7

**

78.5

78.5

83.3

69.7

67.1

**

50.0

83.3



** not calculated due to insufficient data




Table 4



Quality Factors


Elementary


9

Middle

Total Number:

4

High School

Total Number:

5










9

9

9

9

9

9

9

9

9

4

4

4

4

4

4

4

4

4 **

5

5

5

5

5

5

5

5

5 **

Availability of Instructional Coaches 9 4 5

** Middle &

High Schools only have TA’s for the following specific areas: TMH, hearing & visually impaired, job coaching, EC Dept., online classes, ISS & polycom facilitator/guidance assistant





Activity

Sports/Athletics

Cheerleading

Academic Honors





Middle

Combined

Enrollment:

1980

Less than

25 %

X

X

X

X

X

X

X

25-50%

High School

Combined

Enrollment:

1770

Less than

25%

25-50%

X

X

X

X

X

X

X

Native Culture


Service Learning (ex: OCS job coaching)

NP

X

X

NP

X

X

Table 6


Samson County Cont.





An afterschool/Saturday tutoring program is offered for students in

Grades K-12 at the Coharie Tribal Center.

Cultural Enrichment


Student Mentoring


9

0

0

0

0

4

0

0

0

0

5

0

0

0

0

Summer Enrichment



VII support .




0

0

0

0

0

0

0

0

0

0

0

0



1.

How many schools with AI subgroups have adopted a school improvement plan for 2011-12?

** All Sampson County Schools have adopted a school improvement plan for 2011-12.

Student population is too small (less than 5%) to establish AI subgroups within schools

Elementary: __________ Middle: __________ High School: _________


12?

Elementary: ____-______ Middle: ____-______ High School: _____-______


** All Sampson County Schools have adopted a school improvement plan for 2011-12.


Elementary: _____5_____ Middle: ____4______ High School: ______4_____

* Data provided is based on subgroups with 40 or more students

*Student population is too small (less than 5%) to establish AI subgroups within schools


Reading: none

Math: none

Writing: none

Graduation rate: none

S

Other areas: none

*School Improvement plans targeted groups with 40 or more students


Briefly explain.


Student AI subgroups are too small to target school wide, so therefore there is little to none collaboration.



1.

I have found it difficult and confusing to identify all American Indian students in the district because several families will not complete a 506 form, don’t know which tribe they belong or have identified two or more races in NCWISE.

2.

The American Indian population is not targeted in schools because there is such a small percentage of students (less than 40) enrolled at each school

FYI: The Coharie Indian Tribe will operate the Title VII grant for Sampson County Schools beginning with the 2012-13 school year.

Halifax County



Table 1







School Level

1

Number of

Schools

(system-wide)

7

2

Number with AI

Subgroups

1

3

Number with AI


AYP Status

0

4

Number with AI

Subgroups Not


1 Elementary

Middle 2 0 0 0

High School

Table 2

2 0 0 0


Gr. 3

Math

Rdg.


52% 61% Math 44% 77% Math 48% 50% Math 41% 62%

37% 35% Rdg. 30% 63% Rdg. 33% 40% Rdg. 34% 38%

Table 3


Grade

3

5

8

All AI

Grade 3-8 34.7 42.2 w/growth 40.9 46.7

AS BL

*

*

32.6

38.8

READING

HISP TWO +

*

*

MATH

*

*


52.8

58.3

32.5

38.9

*

*

14.0

19.6

Grade

3

5

8

All AI

Grades 3-8 48.3 56.7 w/growth 54.3 62.2

AS BL

*

*

46.7

52.5

HISP TWO +

*

*

*

*


66.7

69.4

46.1

52.6

*

*

28.0

33.6

Halifax County Cont.




Table 4




Total Number:

High School

Total Number:












Elementary

Total Number: 1

1

1

1

1

1

1

1

1

1

1

1

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0

0





Activity Middle

Combined – 1 school

Enrollment: 422

High School

Combined – 1 school

Enrollment: 581

Sports/Athletics

Cheerleading

Academic Honors





Native Culture


Service Learning

Less than

25 %

25-50% Less than

25%

25-50%


Table 6






Cultural Enrichment


Student Mentoring


Summer Enrichment



VII support .



1

1

1

0

0

0

1

0

1

0

0

1

0

1

0

0

0

0

0

0


NA NA NA




Elementary: ___ 1 ______ Middle: ___ NA _____ High School: ___ NA ____

0

1

0

0

1

1

1


12?

Elementary: __ NA ______ Middle: __ NA ______ High School: __ NA _______



Elementary: __ NA _______ Middle: __ NA ______ High School: __ NA _______


Reading:



Implement and deliver 2 hours of literacy instruction daily which includes an

additional 30 minutes for vocabulary practice.



Increase number of books in circulation



Utilize progress monitoring to guide instruction



Conduct conferences after assessment periods: discuss progress and determine next steps



Implement reading strategies learned in PLC, PD360



Monitor instruction (administration and instructional coaches)



Utilize Literacy Coach in 3 rd grade literacy block to support instruction



Implement after-school tutorial from March – May



Infusion of Common Core Standards

Math:



Math instruction will encompass at least 1 hour of instruction for grades k-2 and 1 ½ to 2 hours for grades 3-5



Implement after-school tutorial from March – May



Implement strategies learned from PD360 and other professional development



Infusion of Common Core Standards



Conduct conferences after assessment periods

Writing:

Graduation rate:

Other areas: Parent Involvement

 Implement Grade level parent meetings



Planned PTA meetings

 Parent Professional Development of the following: Curriculum Strategies, EveryDay

Math, and Test-Taking Strategies for EOG


Briefly explain.


The Title VII Program Coordinator is assigned to the school (Hollister Elementary) that has the largest population of American Indian students that also make up a subgroup in this school. The

School Improvement Team goals are shared with the staff which includes Title VII personnel.

Activities and lessons are developed to align with the School Improvement Plan’s goals and the

Title VII grant objectives. She has opportunity to talk with the administration, teachers and other staff members at the school. Ideas, suggestion, concerns and points of view that are discussed informally can be brought to the School Improvement Team by one of the team’s representative from the groups mentioned above. She works collaboratively with teachers in the classroom giving her the opportunity to discuss students’ needs and input to tweak current practices to better benefit students. The coordinator has had various conversations with the school administration

(as the administration in new to the school this year) to discuss Title VII activities at the school and how it can benefit and support students.



1.

The look at the data indicates that the Title VII program has contributed to the success of

American Indian students. Reflection on the data demonstrations that American Indian achievement is greater when compared to all students overall and particularly in grade 5 science. It is also evident that while greater achievement is seen with American Indian students there is still significant need for continued improvement in an effort to met and exceed state average.

2.

We’ve noticed that significant support is provided at the elementary school level which has the largest population of American Indian students. While some support is provided to the middle and high school students, our desire is to be able to expand the support to a more regular and consistent basis for these students as well. Leadership, cultural, and instructional opportunities are provided on a small scale as well as post secondary preparation and advisement. However, this is extremely difficult with the limited amount

3.

of funded and personnel supported through Title VII.

S

Columbus County



Table 1







School Level

1

Number of

Schools

(system-wide)

2

Number with AI

Subgroups

3

Number with AI


AYP Status

4

Number with AI

Subgroups Not


Elementary

Middle

High School

9

6

4

1

1

0

1

1

Table 2


Gr. 3

Math

Rdg.


74.5 80 Math 75.2 79.4 Math 83.0 80 Math 86.8 88.2

61.8 73.3 Rdg. 65.3 67.6 Rdg. 66.7 62.9 Rdg. 70.3 71.4

Table 3


Grade

3

5

READING

All AI AS BL

61.8 73.3 * 49.4

HISP

60.8

TWO +

92.3

65.3 67.6 * 51.2 51.3 63.6


66.8 57.2 51.4 23.7

77.1 57.7 26.3 20.4

8

10

Grade

3

66.7 62.9 * 46.5 50.0 80.0

70.3 71.4 * 60.8 65.6 55.6

MATH

All AI AS BL

74.5 80.0 * 62.3

HISP

76.5

TWO +

92.3

80.2

78.8

59.8 28.6 23.5

65.4 37.5 9.3


80.2 70.9 73.0 54.2

5

8

10

75.2 79.4 *

83.0 80.0 *

86.8 88.2 *

61.6 76.9

73.6 80.0

83.5 95%

90.9

80.0

95%

83.1

89.3

87.4

70.8 52.6 38.3

78.8 64.3 37.3

87.3 * 71.4

Columbus County Cont.




Table 4




Total Number:

High School

Total Number:












1

1

1

1

1

1

1

1

1

1

Elementary


1 1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

1

0

1

1




Activity

Sports/Athletics

Cheerleading

Academic Honors





Native Culture


Service Learning


25%

NA

25%

?

Middle

Combined

Enrollment:

Less than

25 %

25-50%

24%

50%

50%

25%

50%

80%

25%

NA

25%

?

High School

Combined

Enrollment:

Less than

25%

24%

25-50%

50%

25%

50%

50%

80%


Table 6






Cultural Enrichment


Student Mentoring


Summer Enrichment

1

1

1

1

1

1

1



VII support .



1

1 1 1


Provide financial support for Indian Unity Conference and North

Carolina Native American Youth Unity Conference




Elementary: _____1_____ Middle: _____1_____ High School: ____1_____


12?

Elementary: _____0_____ Middle: ___0_______ High School: ___0________



Elementary: _______0___ Middle: _____0_____ High School: _____0______


Reading: Students below grade level are provided tutoring, focused intervention, Success

Maker and Waterford Program (High Stakes Management)

Math: Students below grade level are provided tutoring, focused intervention, Success

Maker and Waterford Program (High Stakes Management)

Writing:

Graduation rate: Dropout Prevention Coordinators makes weekly contact with potential dropouts and parents. If necessary the School Social worker is involved.

Other areas:



Briefly explain. 1. Extensive Title VII Director is also the Title I Director, the Central Office

Leadership is involved with assisting the schools with the school improvement plan. The school improvement plan is approved by the local Board of Education.



1.

More keenly aware of areas that need immediate attention, such as more support high schools students in academics, mentoring, parent and community involvemen

2.

High School students and parents need more training in post secondary preparation and funding.

3. More involvement in Native Culture and activities.

Person County



Table 1


S






School Level

Elementary

Middle

High School

1

Number of

Schools

(system-wide)

7

2

1

2

Number with AI

Subgroups

0

0

0

3

Number with AI


AYP Status n/a n/a n/a

4

Number with AI

Subgroups Not

Attaining AYP Status n/a n/a n/a

Table 2


Gr. 3

Math

Rdg.


86.7 - Math 88.0 - Math 79.9 - Math 81.7 -

69.0 - Rdg. 75.2 - Rdg. 59.6 - Rdg. 42.9 -

Table 3


READING

Grade

3

5

8

10

Grade

3

5

8

10

All AI

69 -

75.2 -

59.6 -

64.4 -

All AI

86.7 -

88 -

79.9 -

78 -

-

-

AS BL

- 57.1

HISP

56

TWO +

71.4

-

61.5

52.1

51.5

66.7

70.4

-

68.2

70.8

-

MATH

-

-

AS BL

- 75.7

HISP

80

TWO +

90.5

-

77.8

71.2

63.8

95

81.5

-

90.9

87.5

-


77.7 59.2 43.8 54.7

84.2

62.4

71.4

65.3

52.4

55.1

41.7

25

-

46

40.5

-


94.1 80.6 87.5 76.6

92.3

84.8

85.8

83.7

74.4

71.5

83.3

62.5

-

65.1

55.7

-

Person County Cont.




Table 4



Quality Factors











Availability of Instructional Coaches 2

Elementary

Total Number: 7

2

0

7

9

1

3

4

6

3

2

Middle

Total Number:

2

High School

Total Number: 1

N/A

PCS does not have any schools with at least 30% AI students





Activity

Sports/Athletics

Cheerleading

Academic Honors





Native Culture


Service Learning

0

3

N/A

N/A

N/A

Middle

Combined

Enrollment: 1080

25-50% Less than

25 %

0

0

3

0

0

1

1

N/A

N/A

N/A

High School

Combined

Enrollment: 1384

Less than

25%

4

0

5

0

25-50%

0


Table 6






Cultural Enrichment


Student Mentoring


Summer Enrichment


0

3

0

0

0

0

0

0

2

0

1

0

1

0


VII support .




3 Elementary, 2 Middle Schools, and 1 High School are receiving

Title VII support through reading support with the use of ereaders containing cultural enriching as well as other content related leveled readers and apps.

0

0

3

0

1

2

0

1

1




Elementary: ____N/A______ Middle: __ N/A ________ High School: _ N/A ________

0

1

0

0

0

1

0



12?

Elementary: ___ N/A _______ Middle: __ N/A ________ High School: __ N/A ___


Elementary: __ N/A ________ Middle: __ N/A ________ High School: __ N/A ___


Reading: N/A

Math: N/A

Writing: N/A

Graduation rate: N/A

Other areas: N/A


Briefly explain.


PCS has no schools with an AI subgroup. Test scores of AI students have shown our AI students to be performing at or above grade level.

1.

2.

3.




Richmond County American Indian Student Achievement Survey

Richmond County

Swain County Cont.

Swain County Cont.

Sampson County Cont.

Sampson County Cont.

Halifax County

N/A

PCS does not have any schools with at least 30% AI students

Related documents

Products

Support

Richmond County American Indian Student Achievement Survey

Richmond County

Swain County Cont.

Swain County Cont.

Sampson County Cont.

Sampson County Cont.

Halifax County

N/A

PCS does not have any schools with at least 30% AI students

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