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Critical Issue Project

Critical Issue Project. Laura Affield Red Lake Schools. Red Lake Reservation.

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Critical Issue Project

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  1. Critical Issue Project Laura Affield Red Lake Schools

  2. Red Lake Reservation There are four primary communities on the Red Lake Indian Reservation serviced by ISD #38; Red Lake, Redby, Little Rock and Ponemah. The Red Lake Reservation is located approximately 30 miles NW of Bemidji. Although it is one of three reservations in north central Minnesota, it is also one of the only two closed reservations in the United States. A closed reservation is one in which non-tribal members are not allowed to reside within the bounderies of the reservation.

  3. A Critical Issue Facing Red Lake Schools The drop-out rate at Red Lake Schools is significant. If we, as an institution, can provide accessible, appropriate, programming to our isolated, “at-risk” population the attrition rate could drop significantly.

  4. Community Demographic Information—Red Lake The demographic information provided for Red Lake includes the community of Little Rock. The total population is counted at 1884 residents. As the chart indicates, the primary race of residents of Red Lake is Native American. (http://zipskinny.com/index.php?zip=56671)

  5. Community Demographic Information--Redby The total population of Redby is 2137 residents. Again, it is clear that the population is primarily Native American.(http://zipskinny.com/index.php?zip=56670)

  6. Community Demographic Information--Ponemah Ponemah is located almost 30 miles away from the other communities on the reservation. It is often referred to as the most “traditional” of the communities. It has a total population of 1029.(http://zipskinny.com/index.php?zip=56666)

  7. Additional Demographic Information—Red Lake Educational Achievement: Less than 9th gr: 11.7% 9th-12th gr (non-grad): 32.3% High School graduate: 30.8% Some college: 16.3% Associate degree: 5.5% Graduate/ Professional: 1.6% (http://zipskinny.com/index.php?=56671)

  8. Demographic Information—Little Rock According to the tribal authorities, Little Rock is a separate community. However, the U.S. Census Bureau includes the demographic information of Little Rock with that of Red Lake.

  9. Additional Demographic Information--Redby Educational Achievement: Less than 9th grade: 3.6% 9th- 12th gr (non-grad) 26.5% High school graduate: 33.3% Some college: 29.7% Associate degree 5.5% Bachelors degree: 1.5% Graduate/Professional: 0% (http://zipskinny.com/index.php?zip=56671)

  10. Additional Demographic Information--Ponemah Educational Achievement: Less than 9th grade: 12.8% 9th-12th grade (non-grad): 30.8% High school graduate: 36.6% Some college: 16.7% Associate degree: 3.1% Bachelors degree: 0% Graduate/Professional: 0% (http://zipskinny.com/index.php?zip=56666)

  11. Red Lake Reservation The Median household income for the three communities is below the national average: Red Lake: $24,449 Redby: $25,313 Ponemah: $14,167 (http://zipskinny.com)

  12. Red Lake Reservation The statistics regarding the percentage of the population who are unemployed and/or living below poverty level are as follows: Unemployed B.P.L. Red Lake 11.5% 31.2% Redby 13.4% 42.8% Ponemah 20.5% 47.5% (http://zipskinny.com)

  13. Red Lake Schools ISD #38 is comprised of four schools; Red Lake Elementary (k-5); Ponemah School (k-8); Red Lake Middle School (6-8); Red Lake High School (9-12). Within the high school, the Alternative Education Center (ALC) provides an independent study program for students 16-21 and an Adult Basic Education program servicing adult learners over the age of 18 pursuing the GED. The ALC is also responsible for providing educational services to the Juvenile Detention Center.

  14. Red Lake Schools In the Red Lake School District there are: 1,314 total students 147.3 classroom teachers 148 ELL students (data did not specify ELL qualifications) 226 Students with IEP’s (http://nces.ed.gov/ccd/districtsearch/district_detail.asp?start=0&ID2=2730510)

  15. Red Lake Schools A review of data provided by the Minnesota Dept. of Education indicates that many students are “lost” by their 9th grade year. The following data regarding Grade Progression Ratios shows a marked decrease in grade progression after 9th grade.

  16. Grade Progression Ratios 2007-2008 2008-2009 K-1 .904 .937 3-4 1.003 1.001 5-6 .976 .972 8-9 1.053 1.051 10-11 .855 .810 11-12 .863 .830 (Minnesota Dept. of Education)

  17. ALC Enrollment Many of the “non-graduating” students enroll in the ALC program. Regardless of the flexible format of the program, many of these students still drop out of school. Reasons cited by these students include; lack of transportation, child care issues and work responsibilities.

  18. Online options If the ALC program can provide high-quality, online classes the attrition rate could be reduced significantly. The key, I believe, lies not only in providing additional flexible options for the students but also in the appropriateness of the offerings.

  19. Survey The results of a student survey indicate that the students have limited familiarity with various online tools. They are most familiar with some social networking tools such as Bebo and facebook and youtube, but are not familiar with googledocs, wikis, or VoiceThread. They primarily use online tools to chat with peers and search for music.

  20. Cultural Relevance Studies show that Native American students prefer teacher-structured environments consisting of feedback, active roles, and use of media. Bearing these things in mind when creating online classes to provide additional flexible services to students in the ALC it is within reason to believe that online classes can be created that will be culturally relevant to the student population. This will help foster their success in the program. (Journal of American Indian Education-Vol 41, Issue 1, 2002)

  21. Baby Steps Due to the issue of undervaluing of education in the community, baby steps in the adoption of digital curriculum may be necessary. Consequently, I will begin with a media analysis unit for the 11th grade students in the ALC.

  22. Media Analysis The media analysis project will be an analysis of the movie Gran Torino. The unit will utilize clips from the movie that the class will analysis for a variety of discussion topics such as theme and the media portrayal of family. http://www.youtube.com/watch?v=OVtVr_gpOUM

  23. Media Analysis cont. In addition to using youtube, the project will also utilize a group on facebook to facilitate discussion of the unit. http://www.facebook.com/groups/create.php?customize&gid=98209969955#/group.php?gid=98209969955

  24. More Media Analysis While the students are already familiar with the use of youtube and facebook they will also learn about other technological tools such as Wikis and perhaps VoiceThread. http://redlakealc1.pbworks.com/

  25. Accessibility There are problems to be faced regarding accessibility. • Limited access to high speed internet. Approximately 80% of student surveyed do have access. • Due to the unique nature of funding for ALC programs, teacher contact IS required. This would necessitate in class accessibility.

  26. Accessibility continued. . . • Due to the limited access for nearly 20% of the ALC population and the unique funding structure for alternative programs it would appear that online curriculum would have to be an in-house component. I would like to explore the option of offering a hybrid course in which the student spends half to two-thirds of time in the classroom. I would also like to search for a funding source in order to staff a computer lab on Saturdays.

  27. Academic Rigor Academic rigor will be guaranteed, in part, through: ~ consistent, clear expectations on the part of the instructor ~ the use of grading rubric ~ student generated rules

  28. Publicity While there is a potential risk for bad publicity the utilization of student generated rules and a prerequisite “boot camp” class for students should help to alleviate the risk. On the other hand, if the unit is successful the chance of “good” publicity, will only serve to support the implementation of digital curriculum in other program areas.

  29. Compensation At this time, there would be no compensation for the curriculum developer. In the event of the adoption of digital curriculum as an entire course, there may be curriculum development monies available. When the business manager was questioned about this during an interview, he was reluctant to discuss specific sources. Another option for compensation could be to adjust the curriculum developers schedule to allow equal time between the classroom and curriculum development.

  30. Pre-Post Measurement : How will we know digital curriculum delivery had an effect? There are two potential measurement test that may be utilized. The data from the fall MCA II tests may be be compared to the spring data to measure the movement of students from “at-risk” to “general population”. Attendance data may also be compiled to determine if there is a marked increase in participation in the program due to the digital curriculum.

  31. Timeline During the month of November, data pertaining to MCA II test scores will be collected. Attendance data for the second quarter for the 2008-2009 and 2009-2010 school year will also be collected and compared. During the month of December, students will participate in the “boot camp” and will write student generated rules for the use of digital curriculum.

  32. Timeline continued ~The media analysis unit will be completed with the 11th grade ALC students during the month of January. The unit will be prefaced with a student “pre” survey and will be concluded with a “post” survey. ~ Current attendance data will be collected and compared to previous data collected. This data will be shared with stake-holders, parents, administration, students and school-board with the proposal to further utilize digital curriculum in the ALC setting. In May, the Spring MCA II data will be collected and compared to the fall data to attempt to show growth from the “at-risk” column to the “general population” column.

  33. Triumphs & Challenges Triumphs High interest on the part of students and administration. Ease of creation of projects with tech tools. Possibility of funding hinted at if data shows success. Having showed my project to my principal, he has expressed interest in learning more about utilizing digital curriculum in the ALC program. Challenges I learned during an interview with the lead teacher in the program that there is a seat-time requirement for ALC students. Further research will be required to determine if a truly online class is feasible or if the only option is a hybrid component. Additional Questions This opens the question of, would this seat-time requirement exist in the regular high school as well? Perhaps I should look at surveying the general population of students and coordinating with one of the regular high school teachers. Perhaps creating an online survey to be given to the credit recovery students in the high school would be suitable?

  34. Additional Triumphs & Challenges Triumphs Sharing this project with others has garnered interest in online learning from other staff. I’m finally beginning to understand technology! Challenges The greatest challenge I’ve faced throughout the project has been learning the software. I’ve discovered that while I’m adept at teaching myself many things, technology is not one o them. I need to hire a tutor.

  35. Conclusion In conclusion, the demographic data indicates that a great number of the population serviced by ISD #38 lives below the poverty level. It also indicates that of the student population, there is a significant number that leaves school before achieving their high school diploma. Furthermore, although the ALC program provides a flexible educational setting additional, more flexible options, may need to be explored to meet the needs of the students. By starting with baby steps, one unit in one class, it may be possible to gather enough empirical data to show stakeholders that digital curriculum is a viable option for increasing student enrollment and success in the Red Lake ALC.

  36. Letter to parents & Bootcamp overview There will be a letter that will be sent home to the students’ parents and a bootcamp session overview as well. These are saved separately to the wiki ciaction. For your information, “Boozhoo” is Hello in Ojibwa and “Miigwich” is Thank You.

  37. References http://zipskinny.com http://nces.ed.gov/ccd/districtsearch/district_detail.asp?start=0&ID2=2730510 Minnesota Dept. of Education Journal of American Indian Education-Vol 41, Issue 1, 2002 Interview: Willie Larson, Business Manager, Red Lake Schools Survey Results; student survey conducted 10/10-10/21

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