What is the "First Nation Student Success Program?"


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This is a brief introduction of what "The First Nation Student Success Program" is and how we are going to run Literacy portion of the program in our schools.

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  • Two years ago, AKRC wrote up a plan to INAC to make improvements in the three priority areas of literacy, numeracy and student retention in support of the First Nation Student Success Program. There are other programs like ours throughout other First Nation districts in Canada. This year, our main focus is on Literacy for children/students Pre-school to Grade 12. Next year in September 2012, we will expand into the Numeracy portion of our plan.
  • Screening: Preschool, Kindergarten and grade 1 levels: We will use the Brigance assessment tools to learn about what student know and areas we need to help the student improve on. Professional learning and support will be provide. We will begin training and assessments in October 2010.Ask: Why is screening important? Answer: It identifies those who are at risk for learning difficulties.This is a good way for teachers and parents to know where their child is and what they need to help their child in to be a successful student.2. Implementation of DRA (Grades K-3) and CASI (Grades 4-8) Reading AssessmentsThese assessments are very important. We will begin training for teachers as soon as possible on how to use these materials. EVERY student from Kindergarten to Grade 8 will be assessed and graded in their reading level.Both DRA and CASI assessments will be implemented 3 times a year September, January and May. Both Rosella and I will be available to assist teachers to assess their students. At the beginning, each school will receive lots of support from both us. Eventually; however, each teacher will have the sole responsibility to complete these assessments on their own with support from their school. IThe idea is for Rosella and I to gradually release responsibilities to each school. It will probably take one week per school to assist teachers and classrooms. We are hoping that each school’s SERTS and others will be able to assist each class. After these assessments WHAT do teacher do with it? Classroom teachers are able to see which benchmark each student is at. Teachers will have running records and will send written reports to parents to keep up with communicating with the home. Furthermore, teachers will be able to use the results of DRA or CASI as part of grading process in report cards. During parent-teacher conferences, teachers can use these results to show exactly where students are at.
  • Increase EQAO results for schools All students will achieve level 2 or higher on EQAO provincial assessments is increased annually.EQAO testing does not have to be the dreaded thing we fear year after year. The school and ourselves can work together to alleviate the tensions we feel when it comes to year end testing. This project will be monitored year by year. It will work in conjunction with the other FNSSP goals. If other goals are being worked towards, we will see direct results with this strategic plan. Data will be kept from year to year using the results from each grade’s test scores to show progress with the critical grades. To aid in this goal, we propose that the students from the two grades take a sample EQAO test from a previous year in the Fall and Spring. We will be measuring for progress in skills acquisition and comfortability with taking timed tests. Scores rely heavily on a student’s exposure and experience in testing. Throughout the school year, these crucial grades will keep a checklist of the skills needed to be acquired for that school year. Students will be taught and exposed to the different skills. Teachers will track that the students learned these topics. Full preparation will be in place prior to EQAO testing. Raw Data from the Ministry will be used to mark the effectiveness of the pre-post testing and evaluation checklists. We will then meet as a team to disect data and highlight what worked in the classroom and what changes can be made to raise student scores.
  • To improve all students reading proficiency and ability to express themselves in writing.This is an easy goal for teachers because you’re already doing this in the classroom. All teachers in your school teach different genres of writing; narrative, journal, informational, how –to, friendly letter. Teachers track what level or stage their writer is writing at. Every 2nd month, we will collect the samples from the teachers and we will give a percentage at what levels are in each classroom. Data will be kept throughout the year to show progress made from October to May. Strategies and suggestions can then be shared among the team. We can celebrate the successes in the classroom or support the challenges of our struggling writers. Data will hopefully show how our collaboration and consistency raised writing levels for each grade. These strategies and skills can be easily translated in reports sent home.
  • Oral Language is the 3rd Component of a Balanced Language Program. It covers listening, speaking and viewing. It is just as important as Reading and Writing. Given an Oral Language Checklist at the onset of the school year, you will have an easy reference sheet to track what the student will learn in a particular grade. At the end of the year, a conference with FNSSP to collaborate on Oral Language will bring to light the ease and difficulties of carrying out a thorough Oral Language Program. The teacher checklist will be used as data for the following school year.
  • Lead Literacy Teachers will work as part of the “FNSSP Literacy Team” to implement change for the AKRC participating schools.  *Promote Literacy growth for students and support teachers to implement change within classroom.*Co-ordinate literacy events such as Family Literacy Day, etc are being celebrated in schoolLead Teachers will receive professional development and will meet together with the FNSSP Literacy team about once a month for support and to update Rosella and myself with how the activities such as assessments are going as well as other issues or problems. The Lead Literacy Teacher will be in charge of:Building and maintaining Professional Learning CommunitiesWill act as a Liaison between the school and FNSSP Literacy Team. This will ensure that there is clear communication between School and FNSSP.Literacy Events such as Family Literacy Day (Jan) and Celebrating our Writing with James Barthelmen (May) will encourage community and parental involvement. To assist Literacy Lead Teachers, Rosella and I will prepare kits for these events to help ease the workload of a Lead Literacy Teacher, whom already has a full workload as a full time teacher. As a sneak peek ahead, Lead teachers will receive Facilitator Training using the First Steps Continuum, whom will in-turn train teachers within their schools.
  • How do we include parents and community involvement in literacy growth? Here are a few ways that we are including parents and community involvement by promoting Literacy:PAL – stands for Parents as Literacy Supporters. The Kindergarten teacher and Early Childcare Workers will receive professional development to implement this program as a way getting parents involved in promoting literacy at home through singing songs, reading stories and having fun with their child.2. Jolly Phonics is an awesome program for teaching students to understand sounds and names of letters through actions, singing and printing.This program is great for students from pre-school to grade 3. Training will be available for early child care and K to grade 3 teachers. It is important for parents to be involved in their child’s learning. During your school’’s open house, have your materials out and take some time to explain what and how you will be using your materials.Smart Board and Smart Table is such a valuable tool for teachers. Rosella will provide training for Early Childcare Workers & K teachers so we can have some linkage between learning at the day care and school. We want to support teachers who may be hesitant with technology such as the SMART Board and SMART TABLE.Literacy at HomeI will be provide training for community workers to assist parents work their child with literacy activities at home. The program, I was looking at to use is from Hippy Canada.Community/Facilitators will teach parents to be their preschool children's first teacher and prepare their 3-5 year olds for school by making personal visits to the home. Ideally, this would be perfect for the community that does not have a daycare.5. Transition Planning for *Daycare & Kindergarten and *Grade 8 & Grade 9We need to begin building a relationship between early learning and learning at school as well as providing a linkage between grade 8 and grade 9 students. This will provide new teachers to prepare for student learning as well as allows teachers to make accommodations, etc.
  • Using Tests to Check for Understanding(tests should be used to check student understanding and to help plan instruction) :- Using Tests to Check for Understanding(tests should be used to check student understanding and to help plan instruction) Multiple Choice Gauges students understanding fairly quickly - Short Answer Measure if students can accurately recall specific information - True or False (Dichotomous Choice) Determines if students understand the correctness of statements of fact, if they agree with opinions, if they can define terms, or if they understand a principle - Essays Requires students to consolidate their understanding of a topic, organize their thinking, and present it by providing an opportunity for students to synthesize or evaluate information
  • Using Assessments to Check for Understanding (assessments should be used to check student understanding and to help plan instruction) :Using Assessments to Check for Understanding (assessments should be used to check student understanding and to help plan instruction) Pacing Guides A sequence of Standards-based instruction Instructional Materials and Arrangements Selection of instructional materials, strategies, approaches and arrangements to curriculum Common Assessments Pre-determined points (no less than every six weeks) in which a group of teachers create and administer their own assessments Consensus Scoring and Item Analysis Teachers meet to discuss results, disaggregate it into subpopulations, and do a test item analysis on questions to check for students understanding and misunderstandings Revising Pacing Guides, Reviewing Assessments, Reteaching, and Forming Intervention Groups.
  • Performance assessmentIn performance assessment (also known as authentic assessment), students are asked to show the teacher that they've gained certain knowledge and skills. Performance assessment goes beyond regurgitation of facts and figures to the ability to solve problems. The assessment usually is focused on the process used to arrive at the product or outcome as well as the product or outcome itself.When creating performance assessments, you need to start with the end in mind. What outcome do you want the students to attain? What knowledge are they demonstrating by performing the task?Additionally, consider the following when designing performance assessments:What outcome or standard will be evaluated?How will the students complete the assessment?Where will students complete the assessment?How much time will they have to do so?How much assistance will teachers, parents, or peers provide?What materials, supplies, and equipment will students need to complete the task? How many and what options will you give the students for their responses? Are they all submitting a presentation printed on paper, created in Microsoft Office PowerPoint 2003, or on a DVD? Or do they have a choice of media in which to complete the task?What scoring criteria will be used? Be sure to present this to students at the beginning of the task.The following are learning tasks that could be assessed based on performance:Create a game.Write an article for the school newspaper or local newspaper.Write a research paper.Propose and support a way to solve a problem.Design a museum exhibit.Rewrite an ending to your favorite story or to a story that's been read in class.Create a classification system for a group of objects.Identify a variety of solutions for a problem.Write a review for a school or local play or concert.Write the "other side of a story" from the villain's perspective.Portfolio assessmentThe use of portfolios for assessment is on the rise in classrooms. A portfolio is a collection of work selected by the teacher and the student to demonstrate that the student has mastered one or more concepts. In addition, portfolios may be used to show growth, so rather than including only a student's best work, a portfolio may include various samples of work from throughout the school year to demonstrate how the student has progressed in a particular area.It's important to note that the portfolio is not a scrapbook of miscellaneous pieces of work. It's a documentation of identified skills, or an intentional and meaningful collection of work that serves as evidence that particular standards have been met. Portfolios also include reflection by the student on the various artifacts included in the portfolio.The following are some examples of portfolio assignments:Collect three examples from your writing collection. For each one, include outlines, drafts, peer-editing notes, and the final copy. Evaluate and reflect on your writing.For each area of study, collect five artifacts that demonstrate your best work from this year. For each set of five, explain why it's your best work and how you might improve upon it in future.Select three book reviews from your reading of fiction. Choose one to recommend to your peers.Maintain a writing journal and a reading log.Teachers can also help students create portfolios by videotaping student presentations or performances. Teachers can also help by recording a student reading the same paragraph throughout the year.Project assessmentTeachers are also turning to project-based learning to help their students learn subject matter and meet state and national standards. Project-based learning encourages students to use information, ideas, skills, and various types of intelligence to answer real-world questions and solve real-world problems.The key elements of project-based learning are that it:Provides real-world orientation.Encourages higher-order thinking skills.Allows the teacher to be a facilitator of learning.Provides for ongoing student self-assessment.Projects are often presented in the form of a question to answer or a problem to solve, and they're usually evaluated by means of a rubric.The following are some sample scenarios that might be used for project-based learning.The Maple neighborhood has been having a growing problem concerning coyotes. They have been spotted in backyards and have, in some cases, been the prime suspects in the disappearances of small pets. In a recent survey conducted by the homeowners' association, many residents expressed a need to control the proliferation of coyotes in the neighborhood. As a concerned citizen, present to the homeowners' association a request for help in the humane control of this growing menace.The United States government has decided to create a 9/11 memorial. This will join the other memorials on the Mall in Washington, D.C., and will be visited by people from across the country and around the world. The commission responsible is assembling teams from throughout the country to create different parts of the memorial. Your team has been asked to create one portion of the memorial to visually represent the tragic events of 9/11.NASA will launch the first manned mission to Mars next month. The astronauts will have one week on the planet to conduct research. Develop an outline and prioritization for the research that the astronauts will conduct while they're on Mars. What areas do you want them to study? Why should they study those areas?
  • What is the "First Nation Student Success Program?"

    1. 1. AKRC<br />An Introduction of the <br />First Nation Student Success Program<br />
    2. 2. House Keeping!<br />Parking Lot: Put your questions here!<br />Prizes!<br />Evaluation<br />What are we discussing?<br />Six FNSSP Goals: <br />Reading in Classroom<br />EQAO<br />Writing<br />Literacy Lead Teachers<br />Oral Language<br />Parent/Community Involvement<br />
    3. 3. What is the First Nation Student Success Program?<br />LITERACY<br />NUMERACY<br />STUDENT RETENTION<br />
    4. 4. Who is the FNSSP Literacy team?<br />Fay Zoccole<br />Early Literacy Specialist<br />Pre-school to grade 2 <br />Rosella Fisher<br />Literacy Specialist<br />Grade 3 to Grade 12 <br />Lead Literacy Teacher<br />Your School<br />Full Time Teacher <br />
    5. 5. Goal 1: PromoteAssessment Driven Instruction in the Classroom<br />Plan Assessment methods in the area of READING<br />
    6. 6. Goal 2: Increase EQAO results for schools.<br />
    7. 7. Goal 3:To improve all students reading proficiency and ability to express themselves in writing.<br />Writing Genres<br />Writing Levels<br />Writing Portfolio<br />Writing Submissions Bi-Monthly<br />Writing Evaluations for Report Cards<br />
    8. 8. Goal 4:Oral Language Checklist<br />Students will use their words with appropriate methods to communicate, express, and explain.<br />Ministry Document Skill Requirements<br />Checklist for Teachers<br />
    9. 9. Goal 5: Work with Literacy Lead Teachers<br />Lead Literacy Teachers is part of the “FNSSP Literacy Team”<br /> <br />First Steps Continuum Training <br /><ul><li>Reading 2010
    10. 10. Writing 2011
    11. 11. Oral Language 2012</li></li></ul><li>Goal 6: Include Parent(s) and Community Involvement in Literacy growthStrengthen parents’ ability to support their children’s learning.<br />
    12. 12. Using Tests to Check for Understanding: <br />Multiple Choice<br />Short Answer<br />True of False<br />Essay<br />
    13. 13. Using Assessments for Understanding: <br />Common Assessments<br /> Consensus Scoring and Item Analysis<br />Revising Pacing Guides<br /> Reviewing Assessments<br /> Reteaching<br /> Forming Intervention Groups<br />
    14. 14. Different Forms of Assessment<br />
    15. 15. In Conclusion....<br />Six FNSSP Goals: <br />Reading in Classroom<br />EQAO<br />Writing<br />Literacy Lead Teachers<br />Oral Language<br />Parent/Community Involvement<br />
    16. 16. Wrap up!!<br />Parking Lot Questions<br />Evaluations<br />Drawing for Prizes!<br />See you next time!<br />