2016-17 World S Best Workforce Report Summary

2016-17 World’s Best Workforce Report Summary

District or Charter Name: Oshki Ogimaag Charter School #4195

Grades Served: Kindergarten-grade 6

Contact Person Name and Position: Carmen Keyport, Director

In accordance with Minnesota Statutes, section 120B.11, a school board, at a public meeting, shall adopt a comprehensive, long-term strategic plan to support and improve teaching and learning that is aligned with creating the world's best workforce. The school board must publish an annual report on the previous year’s plan and hold an annual public meeting to review goals, outcomes and strategies. An electronic summary of the annual report must be sent to the Commissioner of Education each year.

This document serves as the required template for submission of the 2016-17 report summary. Districts must submit this completed template by December 15, 2017, to .

If you have questions while completing this summary, please feel free to email or contact Susan Burris(), Program Manager for District Support.

1. Stakeholder Engagement

1a. Annual Report

[Note: For each school year, the school board must publish a report in the local newspaper, by mail or by electronic means on the district website.]

Oshkiogimaag.org

1b. Annual Public Meeting

[Note: School boards are to hold an annual public meeting to communicate plans for the upcoming school year based on a review of goals, outcomes and strategies from the previous year. Stakeholders should be meaningfully involved, and this meeting is to occur separately from a regularly scheduled school board meeting. The author’s intent was to have a separate meeting just for this reason.]

December 13, 2017 at 6:00 pm at Oshki Ogimaag Charter School.

1c. District Advisory Committee

[Note: The district advisory committee must reflect the diversity of the district and its school sites. It must include teachers, parents, support staff, students, and other community residents. Parents and other community residents are to comprise at least two-thirds of advisory committee members, when possible. The district advisory committee makes recommendations to the school board.]

Complete the list of your District Advisory Committee members for the 2016-17 school year. Expand the table to include all committee members. Ensure roles are clear (teachers, parents, support staff, students, and other community residents).
District Advisory Committee Member / Role in District
Carmen Keyport / School Director
Bonita Poitra / Home/School Liaison (support staff)
Keith Bergeron / Board member (Community resident)
Nicole Rice / Board member/Teacher
John Morrin / Board member (Community resident)
Jared Swader / Board member (parent)
Tim Cochrane / Board member (Community resident)
Stacey Spry / Board member (Community resident)
Kristen Flett / (parent)
Stella Morrison / (parent)
We are a K-6 school and currently students are not a part of this committee. We are forming a student leadership group for students in grades 4-6 so in the future they could have representation here.

2.Goals and Results

[Note: SMART goals are: specific and strategic, measurable, attainable (yet rigorous), results-based and time-based. Goals should be linked to needs and written in SMART-goal format. Results should tie directly back to the established goal so it is clear whether the goal was met. Districts may choose to use the data profiles provided by MDE in reporting goals and results or other locally-determined measures. Be sure to check the box with the most appropriate goal status.]

2a. All Students Ready for School

Goal / Result / Goal Status
In the 2016-2017 school year, 65% of the students will be ready for kindergarten measured by curriculum based assessments conducted by the classroom teacher in Fall 2016. / I have MAP scores for 2 of the 3 students enrolled for Fall of 2016. Both students scored 96% or higher in reading and math. Proficiency is based on 95% or higher on MAP. Based on this data 67% of our incoming Kindergarteners were ready for kindergarten based on the MAP scores obtained in the Fall. ( I do not have the fall scores for the 3rd student, he did enroll with an IEP) / Check one of the following:
Goal Met
Goal Not Met
Goal in Progress (only for multi-year goals)
District/charter does not enroll students in Kindergarten

2b. All Students in Third Grade Achieving Grade-Level Literacy

Goal / Result / Goal Status
In the 2016-2017 school year, 60% of the students in grade 3 will be proficient in reading, based on state reading accountability tests. / Based on the MCA and MAP scores we did not meet this goal. There were 3 students in grades 3 from fall to spring. Student #1 did not meet standards on MCA and was not proficient in MAP. Student #2 partially met standards in MCA but was not proficient in MAP. Student #3 did not meet standards in MCA, did not test in Spring MAP but scored above 95% in fall reading MAP. Based on the Fountas and Pinnell data 2 of 3 students were proficient at reading grade level or higher. / Check one of the following:
Goal Met
Goal Not Met
Goal in Progress (only for multi-year goals)
District/charter does not enroll students in grade 3

2c. Close the Achievement Gap(s) Among All Groups

Goal / Result / Goal Status
OOCS has a homogenous student population in which over 90% are American Indian and eligible to receive free/reduced lunch. As we research ways of closing achievement gaps, a close cooperation between schools, parents, and the community is one of the keys. We are always encouraging parents/guardians to be actively involved in their students’ education.
Our mission related goal with our sponsor is by 2018 to have 75% of continuously enrolled students’ Anishinaabe language oral communication skills to have progressed from basic developmental proficiency stage to intermediate developmental proficiency in the areas of listening and speaking, measured by the Ontario Ministry of Education’s First nations Language benchmarks.
Another cultural goal is students will be better able to identify the connections between Anishinaabe values and environmental stewardship; as a result of these activities, 60% of students will be able to demonstrate cultural protocols when practicing environmentally based cultural activities. / Parents that responded to the 2016-17 family survey reported that they are happy with the communication between them and the staff at OOCS. Parents are invited to help at field trips or volunteer in the classrooms whenever they want. OOCS works closely with the community to involve them in our teachings of the students.
Unfortunately are students are still in the basic proficiency stage of their development. It was difficult for our school to find a qualified teacher in our area. In 2016 we were able to hire a fluent speaker that is also a licensed teacher. 100% of our students are able to say and understand basic commands, colors, animal names, and more. It is important that we continue working toward our goal to see if by the end of FY 2018 our students will be at the intermediate stage of proficiency in speaking and listening.
To accomplish this goal, students in all grades will attend at least 3 field trips to natural areas with cultural significance to learn cultural protocols, stories and indigenous knowledge. In the 2016-17 school year 86% of field experiences integrated traditional ecological knowledge. The learning purpose for all field experience is to highlight cultural connections through integrating local knowledge into academic disciplines. Students were evaluated through observation whether or not they followed cultural protocols independently or if modeling was needed. The result was 100% of students followed the essential cultural protocol of placing asema into the fire before tapping maple trees, before planting and harvesting the gardens, and before harvesting wild rice. All students learned that the appropriate time for traditional storytelling is when there is snow on the ground, we have been showing them how to pick and dry asema and how to act around the traditional drum. / Check one of the following:
Goal Met
Goal Not Met
Goal in Progress (only for multi-year goals)

2d. All Students Career- and College-Ready by Graduation

Goal / Result / Goal Status
In the 2016-2017 school year, 55% of continuously enrolled students in grades 2-6 will meet fall to spring reading and math learning targets established by NWEA.
60% of students in grades 2-6 attending OOCS continuously from fall to spring will achieve grade level proficiency, determined by NWEA normative data, in the area of reading and math as measured by the spring NWEA assessment. / Reading: 7% of continuously enrolled students met their target as set by NWEA. 29% made some growth. It is important to note that 6 out of 15 of students in grades 2-6 were receiving Special Education Services. Math: 21% of these students in grades 2-6 met target as set and measured by NWEA, an additional 21% made some progress.
Reading: The school did not meet as 20% of students in grades 2-6 achieved grade level proficiency. Proficiency means at least 95%. Math: 27% of students grades 2-6 achieved grade level proficiency in math. 43% of the students in grades Kindergarten through 6th grade were proficient.
We follow a project-based learning model that promotes hands-on learning. We have exposed our students to many different careers- the majority of these careers have a strong emphasis in the Sciences. / Check one of the following:
Goal Met
xGoal Not Met
Goal in Progress (only for multi-year goals)

2e. All Students Graduate

Goal / Result / Goal Status
Oshki Ogimaag Charter School is a K-6 school. / Check one of the following:
Goal Met
Goal Not Met
Goal in Progress (only for multi-year goals)
District/charter does not enroll students in grade 12

3.Identified Needs Based on Data

[Note: Data that was reviewed to determine needs may include state-level accountability tests, such as Minnesota Comprehensive Assessments (MCAs) and/or local-level data, such as local assessments, attendance, graduation, mobility, remedial course-taking rates, child poverty, etc.]

Needs that have been identified from staff are increase in student attendance, increasing proficiency in the areas of reading and math, and parent involvement.
Data from the MCAs and MAPs (Comprehensive Assessments used by OOCS) show that the majority of students do not consistently meet or exceed standards in the MCA while meeting proficiency in the MAPS. Assessment scores do not seem consistent for many students. When comparing the MAPs scores from Fall to Spring we saw that out of a possible 21 students; 13 were proficient in math in the fall, while 11 were proficient in the spring; 12 showed some progress in the area of math.In reading we had 12 show proficiency in the fall, 7 in the spring and progress was shown by 9. Unfortunately,data from standardized testing does not look at the whole child. It does not consider if that student had a bad nights’ sleep, missed supper last night or if the child stayed awake late worrying about their parent’s whom they may or may not live with. We are seeing more and more students that have been exposed to drug and alcohol both in vitro and later. Standardized testing really only shows a small tidbit of information for each student, yet the results are often used to determine how well we perceive a student and school are doing. Another factor we encounter is students with IEP’s. We continue to have a high number in Special Education (6 out of 15 students in grades 2-6), for 2016-17 none of the students had any adaptations for state assessment test taking.
Student attendance. Historically, attendance by American Indian students is generally poor. Attendance at OOCS is not different. We have some families that have a hard time getting their student to school on time in a consistent manner. We continue to work with families to help show them the importance of their student going to school daily, unless they are ill. For 2016-2017 the ADA was 21.86 our actual number of students was 24-28.
Parent involvement is another area that historically has been a challenge in the American Indian world. We work at showing parents and guardians that if they have a positive involvement in their child’s education than their child will be more engaged in school and want to do better.We encourage them to read with their student every night and to take an active interest in their child’s homework. We offer evening activities almost monthly that families can participate in, this is another way parents can show their student that they are interested in how they are doing at school. Some of these activities have dinner served, others are evenings of coming and going as need be. We go out of our way to try to make all families feel welcome at the events so they are more comfortable reaching out to school staff.

4.Systems, Strategies and Support Category

4a. Students

Oshki Ogimaag Charter School utilizes a multi-tiered system of supports, framework to meet the instructional needs of all students. Effective universal instruction and interventions are provided for all students, including students with disabilities, who need various levels of supports to meet grade level standards. Formal assessments determine skill based goal areas in math and reading, and formative assessments measure growth and instructional effectiveness. Formal assessments includes three reading assessments, three math assessments and one science assessment. NWEA Map assessments are conducted in all grades in the fall and spring of each year. In addition, the Fountas and Pinnell Reading Assessment Program is conducted in the fall, winter and spring to measure growth, identify specific skill deficits and inform instruction. Data collected includes instructional level, reading level, comprehension rate, accuracy and occurrences of self-correction. MCAs are conducted in the spring and measure growth and proficiency in the areas of math and reading in grades 3-6 and grade 5 science. A homogenous student population eliminates the need for data disaggregation; very small class sizes also eliminates data disaggregation as it can affect individual student confidentiality. Indicators of progress include growth on skills leading to proficiency in math and reading.

4b. Teachers and Principals

The staff at OOCS meet at the end of each school year and discuss what went well and what needs to be worked on concerning the curriculum and instruction they used that school year. Staff use a Unit “planning form” and “reflection form” to show standards covered during each unit, the learning targets, community resources used an outline of main activities and products produced, or the outcome. Peer feedback is given to help show areas of strength and areas that could use growth. This is a constructive source for peer feedback. Child find meetings are used to identify students in need but also an opportunity for peers to provide support to each other and offer tips and tricks to something that is not working quite right. Both teachers and school director are involved in the evaluation process. Teachers are observed both formally and informally by the Director and the Instructional Leader, a formal conference is held between director and educator at which time a professional development plan is created to help lead the way of teacher trainings and in-services. The director performs a self-evaluation, sets goals with the aid of Board of Directors, revisits and works on the goals throughout the year and is evaluated in the spring by staff and the Board of Directors. After the evaluations are tallied and calculations are done the Director meets with the Board of Directors to discuss the School Director’s performance.

4c. District

Our mission statement states “..within a technological setting we will prepare students through hands on, community based projects to become lifelong learners that reach their personal and academic potential…”
At Oshki Ogimaag we offer the opportunity for students to use computers for research, teaching keyboarding skills, to practice skills learned for math and reading, and for typing their writing projects. Students in grades K-6 all have access to computers in the classrooms.
Teachers have smart boards in the classrooms. With that it opens up the possibilities for teaching styles and activities to offer for the students.
We have been able to expose students to the use of Trail Cameras in outdoor activities as well as seeing how a drone works and some of its capabilities. Students have also been able to see some of the technology used on boats of Lake Superior.
We would like to open even more doors in the area of technology in the near future for our students, we are looking at funding for i-pads and for training for staff to go with the use of this technology.
In serving the Professional culture we have hired an Instructional Leader. The instructional leader works with all teachers to improve their teaching practice through coaching, professional development, modeling and collaborative planning. She works with teachers to constantlyassess and monitor student achievement. She is able to keep abreast research-based teaching methodologies and practices and share with the teachers ideas of what may or may not work with the variety of students and with the teachers current styles of instructing as well as provide high quality curricular training and resources to staff as needed.

5.Equitable Access to Excellent Teachers

On June 1, 2015, MDE submitted a plan to the U.S. Department of Education that required all states to address long term needs for improving equitable access of all students to excellent educators. The Every Student Succeeds Act (ESSA), signed on December 10, 2015, now requires states to evaluate and publicly report whether low-income and minority students are disproportionately served by ineffective, out-of-field, or inexperienced teachers.