A Success Story

1. The Menominee Indian School District�s Pursuit of Excellence A Success Story

2. Nahaw ne�c Omaeqnohmene�wak, neta?enawe�ma�kenak mesek ma�waw-new weyok e�h-yos ayi�tuaq Leslie Shawanokasic, Principal Menominee Indian High School My Menominee name is Menominukiew -meaning �Wild Rice Woman�. Other Presenters: Wendell Waukau, Superintendent Menominee Indian School District Stephanie Feldner, Principal Menominee Middle School. Introduction

3. A process of early intervention and collaboration. A process with proven long-term success. Collaboration For Kids (CFK)Dr. Heatherly W. Conway, ED., 1998

4. A proven award winning Initiative process with 10 years of documented success A process built on positive community relationships A long term support instrument for families, children, teachers, and communities Collaboration For Kids is�

5. for the child who is not learning due to issues outside of school. alcohol, drugs, poverty, homelessness, compromised mental health, chronic illness, domestic violence, child abuse, hunger, cognitive delays at home, death of a family member and others� Collaboration For Kids is:

6. In 2003 the poverty rate for individuals under age 18 in the U.S. was 17.6 % (U.S. Bureau of the Census, 2004) Regardless of race or ethnicity, poor children are much more likely than non-poor children to suffer developmental delay and damage, drop out of high school, and give birth during the teen years. (Miranda, 1991) The U.S.�s child poverty rate is substantially higher-often two to three times higher-than that of most other Western industrialized nations. In A Framework for Understanding Poverty, Ruby Payne quotes these statistics:

7. Lowered cognitive ability Academic delays Delays in developmental milestones Delays in adaptive behavior Delays in speech and language development Delayed or harmed physical development Significant behavior problems including violence The research indicates that these children may demonstrate:

8. Reduced truancy and tardiness Increased positive parent participation and empowerment Improved academic progress Fewer classroom disruptions Increased teaching time Better use of community services Reduced numbers of middle and high school cases before the juvenile courts Reduced case recidivism rate Stabilized children and families Safer community PROVEN RESULTS89% Success Rate

10. CFK First Year Data � Successes2007-2008

11. CFK Second Year Data � Successes2008-2009

12. Evolution of 5th - 6th grade transition Start: 5th grade tour of MIMS in the spring Add 6th Grade Q & A Parent / student orientation Home Visits to all incoming students 6th grade transition year (separate teachers, area of the building, etc.) 5th grade pseudo-departmentalization Include 5th grade teachers in subject-specific embedded staff development Special Ed. observations and transition planning Transitions

13. Direct teaching of expectations & procedures Target behaviors & incentives Celebrations of success Created by team of teachers and principal PBM Plan changes to meet needs of school & students Aligns with RtI Positive Behavior Management System

14. Menominee Indian Middle SchoolReferrals by Month

15. Grade level address concerns/solutions cross-curricular integration contact families +/- 3 indicators track student progress Department curriculum, instruction, assessment vertical / horizontal alignment team-teaching, special education embedded professional development Leadership & Positive Behavior Management Teams Common Planning Time

16. The Freshman Academy is a small learning community within the high school. Its goal is to provide a nurturing environment, based on current research, in order to create a successful transition year from Middle School to High School. MIHS Freshman Academy

17. Transition plan in place from 8th grade to high school, introducing students to high school experience. Collaboration of middle and high school staff knowing the needs of special education and regular education students before they come to high school The Academy has its own Freshman staff and wing of the building to ensure the academic success of all students and increase grade level promotions based on data driven decisions. Academy daily meetings on students to develop interventions. Success Academy resource room for students failing. Academy Components

18. Improve attendance rates of students by using tardy plan and incentives. Reduce discipline problems by staff having common procedures. Improve communication between parent and home and increase parent involvement. Home visits by all staff and Quarterly celebrations with parents. Parents newsletter and competition between homerooms to get parents to school events. Academy Components

19. Create a safe and orderly learning environment that more intentionally addresses the social, emotional, and academic needs of ninth grade students. Community agencies come in for presentations and to work with academy. Embed Menominee Culture into the Freshman Academy. Culture embedded into lessons, quarterly field trips and freshman bulletin board. Mentors for all freshman, matching upperclassmen with Freshman to help freshman develop study skills, introduce them to clubs and high school campus life. Academy Components

20. Freshman AcademyMonthly Discipline

21. Freshman AcademyProgression to Sophomore Status

22. Career Planning & Course Description Guide

24. Career Planning & Course Description Guide This guide was put together by staff, administration, student services, community and students Staff had meeting to review old curriculum guide , and developed a new approach using the Career Cluster model, which also includes plans of study for 7 of the 16 Career Clusters

25. Career Planning & Course Description Guide Community and parents involved in the process met to develop the recommendation for plan of study based on the unique needs of the community Parents and students completed surveys in regards to the new course description guide

26. Career Planning & Course Description Guide Throughout this process we added 40 new courses and 14 new co-curricular student organizations and activities for students

27. Response To Intervention Principals of successful implementation of RTI in Wisconsin: RTI is for all children and all educators RTI must support and provide value to effective practices Success for RTI lies within the classroom through collaboration RTI applies to both academics and behavior RTI supports and provides value to the use of multiple assessments to inform instructional practices RTI is something you do and not necessarily something you buy RTI emerges from and supports research and evidence based practices

28. Response To Intervention We do: Is a process for achieving higher levels of academic and behavioral success for all students Bi-weekly staff meeting to identify students and have grade level discussions 5 teachers and 2 part-time tutors who work with students who are targeted by grades or behavior Student advocate works with the teachers to ensure a quality program All teachers have selected a student with whom they work on a one to one basis

29. Response To Intervention We do: Positive behavior management plan was written by staff and students, which includes MIHS standards of behavior that apply to the classroom, hallways, commons, assemblies, extra-curricular/athletics/field-trips and busses Basic goals of students being responsible, strive to achieve, and be cooperative Incentives for positive behavior, SHOCK program which replaced �traditional suspensions.� The student works on school work in a supervised area, completes behavioral packets, and is placed in a community job site for the afternoon

30. Response To Intervention We do: Student Support Team works with students exhibiting chronic academic/behavior problems Program based on data such as: discipline referrals, attendance, and academic achievement to determine the effectiveness of the Positive Behavior Plan

31. Response to InterventionStudents with Failing Grades

32. Menominee Indian High SchoolMonthly Discipline

33. What To examine the nine basic resources of an individual To help teachers determine root causes of student behaviors and academic performance Why The discussion of a student�s resources is significant because it helps teachers to form a complete and accurate representation of them How Teachers will be able to use the knowledge of student�s resources in determining the most appropriate interventions Teachers will be able to better identify strengths and weaknesses of the student based on available resources Resource Analysis

34. Financial Having the money to purchase goods and services. Emotional Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices. Mental Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life. Resource Analysis

35. Spiritual Believing in divine purpose and guidance. Having hope or a future story. Physical Having physical health and mobility. Support Systems Having friends, family, and backup resources available to access in times of need. These are external resources. Resource Analysis

36. Relationships/Role Models Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior. Knowledge of Hidden Rules Knowing the unspoken cues and habits of a group. Formal Register Having the vocabulary, language ability, and negotiation skills necessary to succeed in school and/or work settings. Resource Analysis

37. Resource Analysis

38. Creating Interventions

40. Creating Interventions

41. Creating Interventions

42. Menominee Indian School District created an ALC for students as an intervention for students with serious behavior/academic difficulties. � Currently there are 39 students receiving services. There are two sessions held: -Session 1-9:00-2:00-22 students with 3 staff person. -Session 2-3:30-5:30 -15 students with 1 staff person. -Session 3-Homebound-2 students with 1 staff person. � All ALC students are developing personal planners. Students are able to use the personal planners to develop resources, goal setting, planning, and monitoring progress as well as artifacts, evidence of interventions and achievement, components of the language, history/culture, achievement data on standardized tests, and activities to explore school/career/future pictures and a future plan. Adult Learning Center

43. Student Outcomes -WKCE scores were higher than the previous year. Six students scored at the Advanced level. -MAP scores increased. Students used their own MAP scores to set academic goals and were motivated to increase their scores. -83% (5/6) seniors graduated and received high school diplomas. -60% (3/5) students with disabilities graduated from high school. -There was a decline in the number of student suspensions. In 2008-2009 there were only 3 suspensions compared to 39 in the previous school year. -Six students participated in job shadowing. -Two ALC students became certified nursing assistants through the College of the Menominee Nation. -No students dropped out or were expelled from the ALC program. Adult Learning Center

45. Resources Balfanz, Robert. Putting Middle Grades Students on the Graduation Path: A Policy and Practice Brief. Everyone Graduates Center and Talent Development Middle Grades Program, National Middle School Association, June 2009. Conway, H.W. (2006). Collaboration for Kids: Early Intervention Tools for School and Communities. Highlands, TX: aha! Process. Payne, R. (1998). A Framework for Understanding Poverty. Highlands, TX: aha! Process.