TUBA CITY PRIMARY & EAGLES’ NEST INTERMEDIATE

by Sharlene Navaho &Justin Roberson

Bell Work

• On a notecard, write down three strengths of your school’s curriculum and three opportunities where you can build on your school ‘s curriculum

Sharlene Navahopersonal bio

Justin Roberson-personal bio

Where is Tuba City?

Tuba City is located on the Navajo Reservation.

As of the census of 2000, there were 8,225 people, 2,036 households, and 1,675 families residing in the CDP (Census Designated Place).

The racial make-up of the CDP was 92.01% Native American, 5.47% Caucasian, 0.16% African American, 0.22% Asian, 0.04% Pacific Islander, 0.63% from other races, and 1.47% from two or more races. 2.36% of the population were Hispanic or Latino.

• TCUSD consists of six (6) schools:

• Tuba City Primary School (K-5)• Dzil Libei Elementary School (K-5)• Tsinaabaas Habitiin Elementary School (K-4)• Tuba City Junior High School (6-8)• Tuba City High School (9-12)• Nizhoni Accelerated Academy (9-12)

• Currently have 1,743 students enrolled

• Our student population is primarily Native American (96%). Caucasians are the next group at 3% of our population.

•Tuba City Primary School D to a B (2012-2014)

•Eagles’ Nest IntermediateF to a C (2012-2014)

2012 2013 2014

50%

61%68%

48%56%

66%

Tuba City Primary SchoolAIMS Percent of Students Passing

Grade 32012-2014

Mathematics Reading

Eagles’ Nest Intermediate

Located in Northern AZ on the Navajo Reservation (approximately 1 hour north of Flagstaff)•275 students- grades 4,5,6•75 new students ever year (25% turnover)•12 classroom teachers (Four per grade level)•ESS program- inclusion model•Current state label: C•Current federal label: priority

2010 2011 2012 2013 20140.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

43.0%40.5%

48.3%51.0%

53.6%

D D F C C

Eagles Nest Intermediate

AIMS Pass-ing RateLetter Grade

What contributed to our success?• Beyond Textbooks

• Calendar• Unwrapped Documents• Weekly formatives• Analyzing our data

• Teacher motivation• Teachers want to provide

the best educational experience for all students

Data Collection• Weekly Data Team

Meetings• Formative Assessments• Galileo• STEEP

Vail Unified School District

“The nature of the relationships of the adults who inhabit a school has more to do with the school’s quality and character and with the accomplishments of its pupils than any other factor.”

-Roland Barth

Richard DuFourFour critical questions:

• Question 1) What do we want each student to learn?ACCRS/ Pacing Calendar/ Curriculum Map• Question 2) How will we know when each student has learned it?

Weekly Formative Assessment• Question 3) How will we respond when a student experiences difficulty learning?

Reteach; Tutoring; Intersession; Saturday School; RTI Process

• Question 4) What will we do when a student has learned what we are teaching?

Enrichment; PBL’s

Relationships/Expectations

• Non negotiables• Beginning and ongoing expectations- teacher• Beginning and ongoing expectations- teacher-first day• Beginning and ongoing expectations- admin

Motto for SY 15-16

Classroom Expectations

DMS

DMS tracking sheet

Benchmark Standards

Weekly Formative Assessment Data

Week 1: Standard

Z-4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.

June 1 -5, 2015

Week 2: Standard

AZ-4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison

June 8-12, 2015

Week 3: Standard

AZ.4.M.NFA.A01 Explain why a fraction a/b is equivalent to a fraction (nxa)/ nxb) by using visual fraction models.

June 15- 19 2015

Week 4: Standard

AZ-4.NF.B.4 (Items found under 4.NF.4a-c) Apply and extend previous understandings of multiplication to multiply a fraction by a whole number

June 22-26 2015

Students Name

Pre

Test

Post-Test Pre-Test Post-Test Pre-Test Post-Test Pre-Test Post-Test

80 100 100 100 60 100 Absent 100

60 100 100 100 60 100 80 100

20 Absent Absent 100 Absent Absent Absent Absent

20 60 0 100 60 100 Absent Absent

40 80 20 80 0 20 40 100

40 100 100 100 Absent Absent 80 100

20 40 40 20 0 0 40 40

20 40 Absent 80 40 20 60 80

40 80 60 100 Absent Absent Absent Absent

20 20 0 40 20 100 60 80

60 80 100 100 Absent 100 80 100

20 100 100 80 0 20 60 20

60 40 40 80 40 80 20 40

60 Absent 100 100 60 80 80 Absent

60 100 60 100 60 100 80 100

40 Absent 60 100 60 Absent Absent Absent

Extended Learning Opportunities-data driven interventions

SMART Goals: grade level

SMART goals: grade level; strategies /action plan

• Number of Students: 70•  • WEEKLY SMART GOAL: • 70% (49 out of 70 ) of the second grade students will meet or exceed (80% of the assessment) in the Reading and Math standards formative test.• Reading Standards• Compare and contrast two or more versions of the same story by different authors or from different cultures.• Retell stories from diverse cultures and determine their central message, lesson, or moral• 50 out of 70 students (71%) passed• 35 out of 70 students (50%) passed•  • Math standards• I can estimate the length of a given object.• Identify the key information in a word problem and solve for the unknown number.• 29 out of 70 students (41%) passed• 48 out of 70 students (69%) passed• The tables above showed that we did not meet our weekly goal for the month of February 2015.•  • DMS: • Probe 9 (Subtraction Double Digit without regrouping)• 63 out of 70 students (90 %) mastered subtraction double digit without regrouping.• Instructional Intervention/Strategies Provided:• Reteach and Enrich Program• Small Group Instructions• Differentiated Instructions• Pull out students from Specials• After School Tutoring• Fall Intersession Class• Saturday School•  • Our TEAM will continue to work together through weekly meetings, collaborative planning, and data analysis to make sure that the needs of our students will be addressed appropriately.

SMART goals- student

SMARTGoal-student created

School wideGoal: 15-16Effective TeachingKagan Strategies

Ask for help, in all the right places…..• Dr. Harold Begay, Tuba City Unified School District

Superintendent: expect the gold standard & show support

• Beyond Textbooks Consortium• Leader Mentorship- Mr. Kevin Carney & Ms. Deborah

Bryson• Peer observation, exterior/ interior observation and

reflection

Closure

• One curriculum take away from presentation, how can I apply it (ticket to leave) ?

Thank you for the opportunity.Questions?

Questions? Thank you for the opportunity.snavaho@tcusd.orgjroberson@tcusd.org