The Menominee Indian School District’s

Pursuit of Excellence

Nahaw nec Omaeqnohmenewak, net enawemakenak mesek mawaw-new aweyok eh-yos ayituaq

Leslie Shawanokasic, Principal Menominee Indian High School

My Menominee name is Menominukiew -meaning “Wild Rice Woman”.

Other Presenters: Wendell Waukau, Superintendent Menominee

Indian School DistrictStephanie Feldner, Principal Menominee Middle

School.

A process of early intervention and collaboration.

A process with proven long-term success.

A proven award winning Initiative process with 10 years of documented success

A process built on positive community relationships

A long term support instrument for families, children, teachers, and communities

for the child who is not learning due to issues outside of school.

alcohol, drugs, poverty, homelessness, compromised mental health, chronic illness,

domestic violence, child abuse, hunger, cognitive delays at home, death of a family member

and others…

In 2003 the poverty rate for individuals under age 18 in the U.S. was 17.6 % (U.S. Bureau of the Census, 2004)

Regardless of race or ethnicity, poor children are much more likely than non-poor children to suffer developmental delay and damage, drop out of high school, and give birth during the teen years. (Miranda, 1991)

The U.S.’s child poverty rate is substantially higher-often two to three times higher-than that of most other Western industrialized nations.

Lowered cognitive abilityAcademic delaysDelays in developmental milestonesDelays in adaptive behaviorDelays in speech and language

developmentDelayed or harmed physical developmentSignificant behavior problems including

violence

Reduced truancy and tardinessIncreased positive parent participation and

empowermentImproved academic progressFewer classroom disruptionsIncreased teaching timeBetter use of community servicesReduced numbers of middle and high school

cases before the juvenile courtsReduced case recidivism rateStabilized children and familiesSafer community

Evolution of 5th - 6th grade transitionStart: 5th grade tour of MIMS in the springAdd 6th Grade Q & AParent / student orientationHome Visits to all incoming students6th grade transition year (separate teachers, area

of the building, etc.) 5th grade pseudo-departmentalization Include 5th grade teachers in subject-specific

embedded staff developmentSpecial Ed. observations and transition planning

Direct teaching of expectations & proceduresTarget behaviors & incentivesCelebrations of success Created by team of teachers and principalPBM Plan changes to meet needs of school &

studentsAligns with RtI

Grade level address concerns/solutionscross-curricular integrationcontact families +/-3 indicators track student progress

Departmentcurriculum, instruction, assessmentvertical / horizontal alignment team-teaching, special educationembedded professional development

Leadership & Positive Behavior Management Teams

The Freshman Academy is a small learning community within the high school. Its goal is to provide a nurturing environment, based on current research, in order to create a successful transition year from Middle School to High School.

Transition plan in place from 8th grade to high school, introducing students to high school experience. Collaboration of middle and high school staff knowing the needs of special education and regular education students before they come to high school

The Academy has its own Freshman staff and wing of the building to ensure the academic success of all students and increase grade level promotions based on data driven decisions. Academy daily meetings on students to develop interventions. Success Academy resource room for students failing.

Improve attendance rates of students by using tardy plan and incentives.

Reduce discipline problems by staff having common procedures.

Improve communication between parent and home and increase parent involvement. Home visits by all staff and Quarterly celebrations with parents. Parents newsletter and competition between homerooms to get parents to school events.

Create a safe and orderly learning environment that more intentionally addresses the social, emotional, and academic needs of ninth grade students. Community agencies come in for presentations and to work with academy.

Embed Menominee Culture into the Freshman Academy. Culture embedded into lessons, quarterly field trips and freshman bulletin board.

Mentors for all freshman, matching upperclassmen with Freshman to help freshman develop study skills, introduce them to clubs and high school campus life.

“To get the most out of your high school

education, you must take courses that

stretch your abilities and match your future

career goals.”

“Taking time to explore your career interest, to engage your parents and school staff in this discussion, and

match your course selections to your current career aspirations will bring greater meaning and purpose to your

high school academic experience.”

This guide was put together by staff, administration, student services, community and students

Staff had meeting to review old curriculum guide , and developed a new approach using the Career Cluster model, which also includes plans of study for 7 of the 16 Career Clusters

Community and parents involved in the process met to develop the recommendation for plan of study based on the unique needs of the community

Parents and students completed surveys in regards to the new course description guide

Throughout this process we added 40 new courses and 14 new co-curricular student organizations and activities for students

Principals of successful implementation of RTI in Wisconsin:RTI is for all children and all educatorsRTI must support and provide value to effective practicesSuccess for RTI lies within the classroom through

collaborationRTI applies to both academics and behaviorRTI supports and provides value to the use of multiple

assessments to inform instructional practicesRTI is something you do and not necessarily something

you buyRTI emerges from and supports research and evidence

based practices

We do:Is a process for achieving higher levels of

academic and behavioral success for all studentsBi-weekly staff meeting to identify students and

have grade level discussions5 teachers and 2 part-time tutors who work with

students who are targeted by grades or behaviorStudent advocate works with the teachers to

ensure a quality programAll teachers have selected a student with whom

they work on a one to one basis

We do:Positive behavior management plan was written

by staff and students, which includes MIHS standards of behavior that apply to the classroom, hallways, commons, assemblies, extra-curricular/athletics/field-trips and busses

Basic goals of students being responsible, strive to achieve, and be cooperative

Incentives for positive behavior, SHOCK program which replaced “traditional suspensions.” The student works on school work in a supervised area, completes behavioral packets, and is placed in a community job site for the afternoon

We do:Student Support Team works with students

exhibiting chronic academic/behavior problemsProgram based on data such as: discipline

referrals, attendance, and academic achievement to determine the effectiveness of the Positive Behavior Plan

WhatTo examine the nine basic resources of an individualTo help teachers determine root causes of student

behaviors and academic performance

WhyThe discussion of a student’s resources is significant

because it helps teachers to form a complete and accurate representation of them

HowTeachers will be able to use the knowledge of

student’s resources in determining the most appropriate interventions

Teachers will be able to better identify strengths and weaknesses of the student based on available resources

FinancialHaving the money to purchase goods and services.

EmotionalBeing able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior. This is an internal resource and shows itself through stamina, perseverance, and choices.

MentalHaving the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.

SpiritualBelieving in divine purpose and guidance. Having hope or a future story.

PhysicalHaving physical health and mobility.

Support SystemsHaving friends, family, and backup resources available to access in times of need. These are external resources.

Relationships/Role Models Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.

Knowledge of Hidden Rules Knowing the unspoken cues and habits of a group.

Formal RegisterHaving the vocabulary, language ability, and negotiation skills necessary to succeed in school and/or work settings.

RESOURCE QUESTIONS TO DETERMINE BEST INTERVENTION

Financial • Can the student afford the field trip, or is a scholarship needed for him/her?• Can the student afford supplies for the project/science fair/other activity?• Is the student hungry, or must a linkage to food be found?

Emotional • Can the student verbalize choices?• Does the student have the language to mediate situations without resorting to fists?

Mental • Can the student read at his/her grade level?• Can the student identify the final product or task?• Does the student know what will be evaluated and how?

Spiritual • Does the student believe he/she has some control over the situation, or does he/she say there is nothing he/she can do?

• Does the student have a future story and a plan to go with it?

Physical • Is the student clean?• Are the student’s clothes clean?• Can the student physically take care of him-/herself?

Support systems • Is the student the primary support system for his/her household?• Is there enough stability in the home that the student can have a place to keep and

do work?

Relationships/role models

• Does the student have at least one adult who is nurturing and caring?• Does the student have three or more adults who care about him/her?• Are all of the significant relationships with peers?

Knowledge of hidden rules

• Does the student use the “appropriate” school response to situations?• Does the student try to be invisible?

Formal register • Does the student have access to formal register at home? • Does the student get right to the point when telling a story? Does the student begin

at the end of the story and tell the story in no particular order?

Resource Description Intervention

Financial Having the money to purchase goods and services.

Emotional Being able to choose and control emotional responses, particularly to negative situations, without engaging in self-destructive behavior.

Mental Having the mental abilities and acquired skills (reading, writing, computing) to deal with daily life.

Spiritual Believing in divine purpose and guidance. Having hope and a future story.

Physical Having physical health and mobility.

Support systems Having friends, family, and backup resources available to access in times of need.

Relationships/role models

Having frequent access to adult(s) who are appropriate, who are nurturing to the child, and who do not engage in self-destructive behavior.

Knowledge of hidden rules

Knowing the unspoken cues and habits of a group.

Formal register Having the vocabulary, language ability, and negotiation skills to succeed in school and/or work settings.

MissingResource

How It Affects School

Performance

Possible Interventions

MissingResource

How It Affects School

Performance

Possible Interventions

Lack of support system at home

Homework not completed

Grade contract with homework as one portion of grade

Study buddy

Arrange for the student to stay after school—not as a punishment

Mentor relationship with a staff member

Menominee Indian School District created an ALC for students as an intervention for students with serious behavior/academic difficulties.

 Currently there are 39 students receiving services. There are

two sessions held: -Session 1-9:00-2:00-22 students with 3 staff person. -Session 2-3:30-5:30 -15 students with 1 staff person. -Session 3-Homebound-2 students with 1 staff person.

 All ALC students are developing personal planners. Students

are able to use the personal planners to develop resources, goal setting, planning, and monitoring progress as well as artifacts, evidence of interventions and achievement, components of the language, history/culture, achievement data on standardized tests, and activities to explore school/career/future pictures and a future plan.

Student Outcomes -WKCE scores were higher than the previous year. Six students

scored at the Advanced level. -MAP scores increased. Students used their own MAP scores to

set academic goals and were motivated to increase their scores.

-83% (5/6) seniors graduated and received high school diplomas. -60% (3/5) students with disabilities graduated from high school. -There was a decline in the number of student suspensions. In

2008-2009 there were only 3 suspensions compared to 39 in the previous school year.

-Six students participated in job shadowing. -Two ALC students became certified nursing assistants through

the College of the Menominee Nation. -No students dropped out or were expelled from the ALC

program.

1. R-rules2. CFK3. Getting Ahead4. Payne School Model5. RTI6. Mental Models7. Step Sheets8. Career Planning Guide9. Comprehensive School Counseling Program10. CMN11. Youth Options12. Resource Analysis

13.Learning Structures14.Positive Behavior

Team15. 95% Club16. School Clubs17. Career Pathways18. Embedded

Menominee Culture19. Double Dose

Instruction20. Freshman Academy21. Quarterly Veterans

Celebrations22. Home Visits23. Positive Parent

Contacts Weekly

Balfanz, Robert. Putting Middle Grades Students on the Graduation Path: A Policy and Practice Brief. Everyone Graduates Center and Talent Development Middle Grades Program, National Middle School Association, June 2009.

Conway, H.W. (2006). Collaboration for Kids: Early Intervention Tools for School and Communities. Highlands, TX: aha! Process.

Payne, R. (1998). A Framework for Understanding Poverty. Highlands, TX: aha! Process.