Theme 1: Achievement Tests and FNMI Students

1. Goal #1: First Nations, Métis and Inuit student achievement is increased as measured by Provincial Achievement Tests and Diploma Exams. Theme 1: Achievement Tests and FNMI Students

2. Activity: Four Questions “What do you hope to learn in this workshop?” “What is your favourite pastime?” “What does success mean to you?” “Why do you think FNMI students achieve lower scores on provincial achievement tests?

3. Achievement Tests and FNMI Students “Born in and nurtured by the soil of home and community, Native children must inevitably extend their growing roots into the encroaching terrain of the majority culture. A soil of challenge that is barren or unfriendly will choke growth. One that nourishes development will help ensure that individual potential has the chance to flower.” Morten Beiser et al “Mental Health and the Academic Performance of First Nations and Majority-culture Children” American Journal of Orthopsychiatry

4. Activity: Brainstorming

5. Misconception #1: Aboriginal students have less academic potential, which is confirmed by lower scores on IQ tests. This misconception was prevalent less than 40 years ago, but has been discredited by many studies. For example: Bryde 1968 Showed that South Dakota Sioux children outperformed their non-Aboriginal counterparts during the first three years of school. After grade three, grade point averages dropped to below non-Aboriginal students. Beiser 1998 Did not show a higher performance by Aboriginal students early on – Aboriginal students scored the same or slightly below non-Aboriginal students. However, it did show a similar drop in grades later on. Beiser states that IQ tests measure “the shaping of certain intellectual skills” rather than “inherent ability”. Therefore, even though Aboriginal students often score lower than non-Aboriginal students, this shows that Aboriginal students lack “school readiness”, not academic potential.

6. Misconception #2: Aboriginal students score poorly on standardized achievement tests because the tests are culturally biased. The fact that Aboriginal students score lower than non-Aboriginal students on achievement tests is influenced by many factors beside differences in culture, for example: • Racism • Poverty • Poor educational leadership • School structures (size and grouping of buildings) • Insufficient school and community support (tutoring and social activities) • Inadequate early childhood literacy development • Impersonal education environment • Failure to establish a cultural context • Low teacher expectations • Lack of positive neighbourhood influences • Negative peer pressure • Instruction not aligned with student needs • Assessments inadequate to fully capture students’ learning • Summer setbacks

7. Facts about Aboriginal Student Achievement In Alberta According to provincial achievement testing, Aboriginal students perform: strongest in grade 3 weakest in grade 9 High school graduation rate of Aboriginal students (1996): 15% less than non-Aboriginal students Percent of students that complete university program: Aboriginal students: 4% Non-Aboriginal students: 14%

8. Activity: Compare and Contrast FNMI students in Grade 3 compared to FNMI students in Grade 9 Grade 3 Grade 9 English is often a second language Focus on cooperation rather than competitiveness Have less value for the written word (come from an oral culture) How are grade 3 students different than grade 9 students? How are grade 9 students different than grade 3 students?

9. Self Image and Confidence Good self image and confidence in one’s abilities are important factors in being academically successful. Beiser’s study (1998) showed that Aboriginal and non-aboriginal students differed greatly when asked to rate their own abilities. Students were asked to rate themselves on such things as: People can depend on me. I am good at schoolwork. I can follow directions. I am just as smart as other kids my age. Aboriginal students scored themselves significantly lower than their non-Aboriginal counterparts.

10. Success Stories: #1 El Centro, California Activity: Focused Reading –The Achievement Gap Do a focused reading of the article. Mark the text with the three symbols – checkmark (things I already knew), exclamation point (interesting ideas) and question mark (things I don’t understand). Discuss in groups the parts you marked and why. The community: • Near Mexican border • Traditionally lower-performing district • Low income • Unemployment rate of 34% • Most residents spoke little or no English

11. Success Stories: #1 El Centro, California The “Inquiry Science” Approach • Innovative way to teach science • Hands-on experimentation rather than passively observing • Teachers serve as guides and collaborators • Integrate reading, writing, math, technology and higher-order thinking skills The results: • Science test scores showed significant gains • Dramatic improvement in mathematics and reading scores • Scores in writing averaged around 90% on district writing exam • Student interest and engagement improved because of active learning

12. Success Stories: #2 Twin Falls, Idaho The community: • More than 50% of students on lunch program • Struggling with poverty, family instability, drug abuse and crime • Scores well below the national average • Mostly disadvantaged students with limited English proficiency The “Focus on Test Scores" ApproachInvolved: • educating teachers, students and parents about standardized test design, content and structure • teaching test-taking skills to students and parents within the context of the school curriculum, with a focus on improved student learning • curriculum alignment (continued)

13. Success Stories: #2 Twin Falls, Idaho The “Focus on Test Scores" ApproachInvolved (continued): • test-taking practices • peer, parent and community volunteer tutoring • special attention for challenged and accelerated learners • individual and group rewards • constant monitoring of student performance The results: • after less than two months, test scores jumped an average of 18% across grade levels • after a year, tests score jumped to 90% in three of the grades tested

14. Activity: Motivate Me! Take turns playing the teacher, parent or other authority figure and model poor and positive examples, such as: • “Don’t be so hard on yourself – not everyone can expect to get good grades.” • “C+ is a very good grade for you.” • “Be realistic about your future – there are lots of jobs you can do without going to university.” • “Nobody else in our family has gone to university, why should you?” • “Grades aren’t important.” Or • “I know you can do better than this. Do you need extra help?” • “You can do whatever you set your mind to.” • “You are just as smart as everyone else – show me what you can do!”

15. Activity: Success Stories Review the material from the article “Helping Children Succeed”. Split into groups and take turns summarizing what they learned (I Summarize, You Summarize). Discuss lessons learned from these success stories.

16. Examples of Aboriginal Content Infusion From “Influencing Aboriginal Education: Effective Practices for First Nations, Métis and Inuit Learners and Educators” Alberta Learning, 2003. Also see Theme 10 Summary Sheet 4. Muskowehiwan Band School, Saskatchewan – examples of Aboriginal Content

17. Examples of Aboriginal Content Infusion Metawewinihk Archeology Project: • Students worked on several real archeological digs and participated in activities such as fire starting, flint knapping, petroglyph making, and traditional cooking • Helps move the concept of history from abstract to concrete • Involves Elders, who came to bless the site • Develops cultural pride and a sense of identity Father Gamache School: • Use Native legends and concepts to teach Language Arts concepts • Use First Nations plays and books to teach students how to create traditional artwork • Be careful to distinguish between different Aboriginal groups (Cree, Dene, Métis, etc.)

18. Examples of Aboriginal Content Infusion Chief Mistawasis School: • Interviewed local Elders about the history and culture of the reserve and legends • Material was translated and edited to form social studies units for grades 1 to 9 Twin Lakes School: • Offer a cultural camp to students from grades 1 – 12 every year • Learn how to prepare traditional foods, hunt, fish with nets, trap and tell stories in the oral tradition • Field trips and culturally relevant extracurricular activities are often effective means of supplementing course work and providing deeper insight into Aboriginal culture.

19. Activity: 5 – 3 – 1 • Work alone and jot down 5 words that come to mind when thinking about achievement tests and FNMI students. • Share your words with your table. As a table, choose 3 words. • As a table, choose 1 word. • Groups share the word with the other groups and explain why they chose the word. Use the “Action Plan” graphic organizer to develop a plan for how you will use what you learned during the workshop in your classroom, school and/or community. Share your plans with the group. Activity: Action Plan