“High expectations and quality training will promote higher levels of achievement of America's First Children. ”
We are not working in the dark. Based on pilot tests conducted at St. Labre Indian School on Montana’s Northern Cheyenne Reservation as well as innovative techniques pioneered with indigenous populations around the world, the Center and its intellectual partners have identified strategies that dramatically improve core proficiencies. The teaching methods that are the focus of the professional development plan were selected not only because of their recognition as best practices, but more importantly for their track record of success.
The Center’s goal is for all students to reach their highest level of performance; this includes those who struggle as well as high achievers. By supporting teachers of Native students in best instructional practices in literacy and mathematics greater numbers of students will perform at proficient and/or advanced levels of achievement. This work begins with primary grades (K-3) and continues into all elementary grades (K-5 or K-6). In some cases, pre-K programs are included.
After three years of implementing Center programs, schools begin to see changes in students’ performance in the later elementary grades. Of course, students who were in kindergarten and first grade when the Center programs are fully actualized by teachers, show the greatest gains in achievement.
At this Center school, after just three years of program implementation the students are making dramatic gains on the state test for NCLB. At the third grade (recognizing that these students are not the same as the third graders from the previous year) this Center school jumped 55%, so that 78% of third graders met their academic growth targets. This performance was in stark contrast from the same school that four years before had 0% proficient and advanced on the state NCLB test (for complete details click on Phase II Interim Implementation Results 2006-07).