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Illuminating the Strengths of American Indian/Alaska Native, Black, Latino/a and Students Experiencing Poverty

Purpose of the Study

To identify and learn from the schools serving American

Indian/Alaska Native (AI/AN), Black, Latino/a, and students experiencing poverty that were most successful on academic and student engagement

pre k-12 indicators* over a 3-5 year period.

*Gates foundation P-16 framework (https://uspp16.org/home)

.

CHARACTERISTICS OF POSITIVE OUTLIER SCHOOLS

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Please take a minute and in the chat share what you are most interested in learning about coming into this session today?

)

pp.13-21

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Seven Performance (Dependent) Variables

“Outlier” = Performance + Improvement in ALL variables

English-Language Arts

ELA

Attendance

9th Grade

On Track

- Credits -

5-Year Graduation Rate

Math

English-Language Progress

High School Rigor

dual credit

pp.22-24

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CHARACTERISTICS OF POSITIVE OUTLIER SCHOOLS

Illuminating the Strengths of American Indian/Alaska Native, Black, Latino/a

& Students Experiencing Poverty

Elementary (20)

Middle School (4)

High School (14)

PARTICIPATING SCHOOLS

Forty-four (44)

K-12 schools

were identified.

Thirty-eight (38) participated in

the study.

pp.25-26

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Data-driven decisions

Frequent school collaboration

Clear student learning objectives

Social/Emotional support for students

Elimination of deficit-based vocabulary

Equitable resources for identified supports

A culture of lifelong learning among school staff

Support for the strengths and agency of each student

All students have access to high quality school leadership

All students have equitable opportunity to high-quality teachers

12

K

Characteristics of all Positive Outliers

pp.30-33

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Video – Franklin Pierce High School

pp.13-21

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Breakout group questions:

What resonated with you regarding the findings from the study and from Ron’s remarks?
What are some strategies that you are currently incorporating that complement what you heard thus far from the presentation?
What are some “takeaways” from the presentation that, if implemented, would have an impact in your district?
What questions do you have of Ron or Gene thus far?

pp.13-21

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Breakout Group Reports

pp.13-21

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“In Districts that Succeed, what I found was that effective superintendents and district leaders establish the systems and structures that allow principals to be successful.”

Karen Chenoweth - Districts That Succeed:

Breaking the Correlation Between Race,

Poverty, and Achievement(2021)

pp.13-21

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A Catalyst for Change
Readiness and Willingness to Benefit
Focus on Sustainability (District and Building Integrated Support Systems)

SUSTAINABILITY

CATALYST

READINESS

Common Conditions: building leadership, staff readiness, and district integrated support systems

pp.28-30

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Q & A Session

pp.13-21

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Appendix

pp.13-21

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Study Timeframe

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Research Team

CEE RESEARCH PROJECT TEAM

DATA ADVISORY TEAM

PROJECT ADVISORY TEAM

pp.59-61

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Family voice and respect for cultural context
Regular communications within cultural settings of parents
Student-centered learning environment
Authentic engagement of family voice

FAMILIES

Teacher leadership/voice sought, valued and honored
Interdependence and not independence
Trust – a “no-judgment” zone for teachers
Eagerness and enthusiasm to continue to learn and grow
Relationship focused – authentic interest in all students

TEACHERS

Sense of urgency
Expansion and inclusion of student voice
Disaggregation of multiple types of data to inform decisions
Action-oriented collaborative problem solving
Development of strength-based culture
Share learning and collaboration with peers
Distributive leadership style

ADMINISTRATORS

Characteristics by Stakeholder

Students’ cultural strengths and identity are at the center
Students’ creativity expressed in the physical environment
Culture of equity and inclusion
Student voice
Equitable outcomes for all
Students as agents of change
Students feel that they are cared about

STUDENTS

pp.41-51

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CHARACTERISTICS OF POSITIVE OUTLIER SCHOOLS

Illuminating the Strengths of American Indian/Alaska Native, Black, Latino/a

& Students Experiencing Poverty

Providing what each student needs to be successful
Fostering school as an extension of the family and community
Supporting student and school staff social/emotional wellness
Creating a safe space for staff to take risks and grow professionally
Enabling and supporting students to work at their highest cognitive level
Prioritizing equity in instruction and grading practices

EQUITY as “OWNERSHIP”

Forming an “Equity-based” School

pp.45-46