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Schools in the Study

Schools in the Study. School Selection Process. Reviewed available data Graduation rates Completion rates Provincial achievement tests Nomination process Provincial Education Departments Universities School Districts Aboriginal Organizations. Research Process.

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Schools in the Study

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  1. Schoolsin the Study

  2. School Selection Process • Reviewed available data • Graduation rates • Completion rates • Provincial achievement tests • Nomination process • Provincial Education Departments • Universities • School Districts • Aboriginal Organizations

  3. Research Process • Conducted in the 2003 - 2004 school year • Researchers averaged 12 days at each site • Conducted 120 interviews • Held 37 focus groups of parents, teachers, and students • Document reviews • Observations

  4. Success Factors • Strong leadership and governance structures • High expectations for students • Focus on academic achievement and long - term success • Secure and welcoming climates • Respect for Aboriginal culture and traditions • Quality of staff development • Wide range of programs/supports for learning

  5. Mapping Success Factors

  6. Literacy Program Features • 50% used highly structured programs • Small ability groups for reading instruction • Some relied highly on individualized programs and technology • Early identification of problems • Constructive use of assessment • Diverse intervention programs at all levels

  7. Teacher Qualities • Warm but demanding style of teaching • High expectations for Aboriginal learners • Willingness to become involved in community activities and spend time with community members • Willingness to learn about the differences between home and school cultures • Willing to adapt their ways of teaching

  8. School Strategies • 6 of 10 schools had literacy as an explicitly stated goal • 6 schools were using data to monitor student achievement, rationalize goals, and set targets • 4 schools organized literacy instruction around ability groupings and levelled reading materials

  9. Strategies (cont) • 5 schools employed highly structured reading programs characterized by direct instruction/precision teaching methods • Several schools utilized CAI and several focussed on ‘reading in the content area • Commercial Reading Programs commonly used include Reading Mastery, Accelerated Reading, and Literacy in Motion

  10. Intervention Strategies • All 10 schools had established intervention strategies for at-risk readers • Early intervention via HeadStart, Nursery, Pre-School, Full Day K offerings was common and within the school primary grades received greatest focus • All schools reached out to involve parents

  11. Intervention Strategies (cont) • 3 schools employed Reading Recovery • Older students were supported through CAI, tutor support, and small group corrective reading strategies • 4 schools deliberately fostered meta-cognition with regard to literacy

  12. Aboriginal Language Instruction • English used for instruction in all schools • Immersion limited to K-1 in a single school • Native language classes ranged from 1 or 2 periods a week to daily for all grades • Courses available for Secondary students not always recognized for credit • Serious obstacles include: Few local speakers, lack of trained teachers, few materials.

  13. Strong Cultural Component • Honoured traditions to reinforce cultural identity • Deep respect - Elders had critical role • Integrated into school life and curriculum • Lack of quality curricular resources • Use of community resources and people • Degree of emphasis varied with community

  14. Uses of Assessment

  15. Assessment Literacy

  16. Promising Practices • Increased Structure – ability groups, leveled books • Smaller classes, school-wide literacy time • Increased instruction time • Culturally relevant materials • Emphasis on vocabulary building • Technology • Ongoing Assessment • Parent and community support for reading

  17. Research Needs • Longitudinal Studies • Quantitative • Comparative • Data from Immersion Programs • Early childhood programming

  18. Infrastructure Needs • Language modeled in homes and communities • Early childhood programs (literacy development piece) • Evaluation of ECD programs • More Aboriginal language teachers • More language materials • Increased training

  19. Society for the Advancement of Excellence in Education Building School Success Through Research www.saee.ca

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