Systemic Framework
Systemic Framework for Improving Educational Outcomes for American Indian and Alaska Native Students
As an additional step in working to improve educational outcomes for the District’s 5085 students, 89.2% of whom are Native American, and to bridge educational and social/emotional welfare gaps of our students in a culturally responsive and holistic approach, the District implemented a new department called the Intercultural Community Outreach Department (ICO). The goal of this effort is to enable the District to bridge educational and social emotional gaps for our students in a more concentrated and collaborative manner. To meet this goal, the District is not only adding additional staff and funding resources through the ICO, but is also coordinating effort through collaboration both internally amongst the District’s Departments and externally with community stakeholders. The ICO is collecting additional data and expanding record-keeping so that student needs/gaps can be more readily identified, evaluated and addressed. The ICO is additionally conducting backwards planning to implement actions identified to address student needs/gaps and setting benchmarks to evaluate progress needed to close these gaps. January 15, 2021.
Responsibilities | Elements |
Beginning in the 2020–2021 school year, a historically defined Indian impacted school district shall develop and publish on its website a systemic framework for improving educational outcomes for American Indian and Alaska Native students, in collaboration with those pictured in the schematic below. | The systemic framework for improving educational outcomes for American Indian and Alaska Native students shall include programs, services, culturally relevant activities, and professional development required to improve Indian education in the state. Based on the priorities developed through the American Indian/Alaska Native student needs assessment and the priorities established in the historically defined Indian impacted school district’s budget for the school year. |
American Indian and Alaska Native Students and Families: | 1. Academic programs and culturally relevant curricula and instructional materials |
- Navajo/Dine
- Zuni
- Pueblo – Jemez, Laguna, San Juan, Acoma
- Hopi
- Apache- Jicarilla, White Mountain, San Carlos
- Ute- Southern, Ute Mountain
- Sioux- Cheyenne River, Rosebud, Devil’s Lake, Ogalala, Lakota, Standing Rock
- Choctaw
- Comanche
- Northern Arapaho
- Metlakatla
- Paiute
- King Island Native
- Tohono O’dham
School Employees: - School Board
- School Administration
- School Site: Principals, Office staff, Teachers, Educational Assistants, Library Clerks.
- Food service staff
- Custodial staff
- Maintenance/Warehouse staff
- Substitute staff
- School Social Workers
- School Psychologist
- School Counselors
Social Service Providers: - School site Social Workers
- Navajo Behavioral Health -Indian Health Services, (IHS)
- Health Promotion/Disease Prevention - IHS
- Navajo Social Services
- NM Social Service
- John Hopkins Center for American Indian Health Honoring Life Program
- Iina Counseling
- Desert View Family Counseling Services
- Cottonwood Clinical Services
- Indian Center
- PATH Emergency Center
- Salvation Army
- San Juan United Way
- Farmington Rio del Sol Kiwanis
- Navajo Housing Authority
- Goodwill
- The ARC of San Juan County
- Local Churches
- Family Crisis Center
- Teen Life Center
- San Juan Country Mental Wellness Resource Center
- Four Corners Regional Health Center – Red Mesa (Mental Health counseling)
- New Mexico Department of Health
Community and Civic Organizations: - Navajo Chapter Houses (13 Local Chapters)
- Office of Dine’ Youth Programs
- Local Colleges: Dine’ College, San Juan College, Navajo Technical University
- Kirtland Youth Association
- San Juan County Sheriff: School Resource Officers
- Navajo Nation Police Shiprock (School Resource Officers)
- Local Food Bank
- Local Libraries
School District’s or Charter School’s Equity Council: - Parents from three regions of the district
- Teachers from Elementary and Secondary level
- Equity Supervisor
- Dream Dine’ Parent Representative
- Student representatives
Any Other Entities: - Tribal Consultation
- Assistance from post-secondary institutions
- Assistance from PED Indian Education Division
- Restoring and Celebrating Family Wellness Committee
| Disadvantaged: - School Site funding allocations through Title I Part A
- Northern Navajo Medical Center (NNMC) and Navajo Behavioral Health Services support
Professional Development: - EL Identification Process
- Yazzie-Martinez Information/Updates
- NM Acts (Hispanic Education Act, Indian Education Act, Bilingual Multicultural Education Act)
- Culturally Linguistic Relevant Instruction (CLRI)
- English Language Development
- ACCESS Data for Instruction
- Second Language Acquisition Methodologies and Strategies
- Oral Language Methodologies and Strategies
- ELLevations
- WIDA standards and framework
Early Childhood: - Special Education Preschool for 3 year olds
- Child find events
- Navajo Nation Head Start and Presbyterian Medical Services (PMS) Head Start for referrals on children who need evaluations and possible special education services
- Early Intervention Programs (Round Tree and Growing in Beauty) to transition children from their program to our special education program.
- Professional Development: NM PreK-K WIDA Early Years, CLRI, Guided Language Acquisition Development (GLAD)
- Parents As Teachers (PAT)
Achievement Gap Closures: - Identify technology support
- Support in closing technology gaps in virtual learning
- Closing academic gaps during school closures due to COVID pandemic.
- Teacher support and professional development and learning, additional support for student assistance team,
- Schools will provide professional development for parents with Google and Social Emotional Learning (SEL)
- Parent nights, drive -by open house nights, parking lot technical assistance
- Superintendent weekly message to parents and community,
- Robo calls and text messages to parents, district website and social media updates, utilizing local Navajo radio station to provide district information, collaborate with local government to distribute information
- Re-entry plan involving communities, parents, teachers, and administration.
- Schools provide newsletters and social media platforms to provide information to parents
- Teacher mentoring
Language Development: - BMEP K-12 (Heritage, Dual language, and English Learner Program)
- English Language Development (ELD) imbedded instruction
- ELD focus Professional Development: EL Identification Process, ACCESS Data for Instruction, ELLevations, WIDA
- TESOL endorsement classes offered by the district
- Bilingual Seal for seniors
- Culturally & Linguistically Responsive Instruction (CLRI)
- Regional Educational Laboratory/Southwest English Learner (REL/SWEL) Pilot initiative
Enrichment: - 21st Century After-school Program
- Music, Art, Gifted and Talented
- Clubs
- Student Council
- Spelling and Geography Bee
- Robotics
Post-Secondary Preparation: - Graduation Requirements, required coursework, , required assessments
- Dual Credit
- CTE, apprenticeship programs
- Credit recovery
- Career pathways
- Intervention programs
Ensuring high school graduation: - Grades for Semester 2 will be Pass/No Credit.
- Quarter 3 grades will stand.
- Semester 2 Pass/No Credit will be determined starting with a foundation of Quarter 3 grades.
- If a student passed Quarter 3 they will be exempt from Quarter 4 assignments but will receive enrichment activities that will not be graded and will pass Semester 2.
- If a student failed Quarter 3 they will be assigned Quarter 4 assignments with the opportunity to Pass for Semester 2.
- If a student completes Quarter 4 assignments to teacher satisfaction of mastery they will earn a Pass for Quarter 4 and a Pass for Semester 2.
- If a student does not complete Quarter 4 assignments to teacher satisfaction of mastery they will earn No Credit for Quarter 4 and No Credit for Semester 2.
- Credit Recovery/Edgenuity threshold will be established at 50 percent completion with a passing grade (40 percent completion with a passing grade for students with an IEP) to earn credit for the course. Seniors who are in jeopardy of not graduating will be identified at each high school. Technology will issue these students a laptop so students can access the internet for online assignments and/or classes.
- Counselors, CCRs, and teacher’s weekly check-in with seniors
- Weekly Contact logs
Career Preparation Activities - Dual Credit
- Career and Technical Education (CTE)
Career Mentorships - Bond Wilson Technical Center
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| 2. Culturally related |
| - BMEP K-12 (Heritage Navajo, Dual Language Immersion, EL Program
- CLRI strategies
- Navajo Bilingual Seal
- Navajo Oral Language focused curriculum and instruction in BMEP language classes
- JOM, Title VI, PED IED, Impact Aid BMEP grants to ensure language and culture programs, events, and instruction
- Grow Your Own Cohort Teacher Ed. Program with Dine College
- IEC to ensure focus is on NA students
- Tribal Consultations: Navajo Nation, Local 13 chapters
- Holistic Wellness initiative with Safety Net
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| 3. Educational services focused on the holistic well-being of the whole child |
| - PAX
- COVID Relief Programs
- Community Based Behavioral/Mental Resources
- Clothing, food, emergency shelter and other resources
- Project Safety Net: Social Networking, holistic wellness, outreach from teachers and counselors, virtual social clubs,
- Web-based challenges and competitions, webinars, virtual excursions, outreach to community organizations, designated call-in times, data collection, follow-ups, tracking, various communication methods, increase tutoring, district web page for students and staff, school break activities.
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