1. Minority Students in Utah Duchesne and Uintah Counties

2. Academic Growth and Retention

3. Unalterable Factors: Age, Gender, Ethnicity, Cognitive Ability Malleable Factors: Grades, Behavior, Attendance, Expectations, School Climate Use these factors to identify and watch students. Identify early

4. Sometimes interventions fail Sometimes the “dose” is not right for an individual student Sometimes contextual factors are ignored (available services, poverty, rural /urban settings, related to the student’s environment Example: Native American Students and Hispanic Performance. Reasons are different

5. Interaction between academic skills, student behavior, family concerns, and services provided is often weak and indirect. Poorly designed information systems—not useable difficult to access Mentors are often used to intervene but they are often not well trained

6. Parents and educators are often unaware about community and school resources Duplication of efforts and scheduling issues can waste resources Resources are also wasted when they are under- utilized Training is often not provided to make sure interventions are appropriately implemented

7. Identification Intervention Organization Coordination UTE INDIAN TRIBE EDUCATION DEPARTMENT Uintah and Duchesne School Districts 26 Public Schools 11 Schools (Currently Offering Support) 1 Charter School (Ute Tribe Education)

8. Match key variables with student data and look for early warning signs Don’t wait for students to exhibit characteristics associated with failure Use student data as baseline information to select appropriate goals and interventions. Tools: Identifying also means…. Ute Indian Tribe Education Network Ute Indian Tribe Education Network American Indian 101 FAQ The Ute

9. Match interventions for specific risk factors Consider motivators and incentives that are likely to reinforce changes Consider findings in the literature and knowledge from focus groups with students, parents, and elders. Use student academic and behavioral change data Intervene early Tools: Ute Indian Tribe Video Collection and “Self-Esteem” VideosUte Indian Tribe Video Collection“Self-Esteem” Videos

10. Must be able to easily organize, track, and report on academic growth and progress on interventions. Help educators and parents to recognize patterns in the data Make decisions about the success of the interventions Need reminders and schedules to help educators stay on top of caseloads Tools: ISIS and Power School and Ute Mentors Network ToolsISIS and Power School Ute Mentors Network Tools

11. Coordination is based on a needs assessment Provided professional development—presentations, review checklists, and knowledge checks Develop local, state, and federal resources database Systematically manage the activities of educators and mentors Tools: Minority Students in Utah Minority Students in Utah Professional Development Knowledge Checks Scholarships Available for American Indians and…

12. Identify students at-risk for academic failure or dropping out Select and implement relevant goals, appropriate interventions, and motivating rewards, Organize caseloads, track and evaluate progress and success or failure, facilitate communication between schools, students, and their families Locate and use effective training materials and utilize resources

13. At-risk students will be identified early Research based interventions will be matched to student needs Stakeholders will have greater access to information, time will be used more productively Interventions will be implemented with fidelity

14. Tracks high-need student data. The system is used as an accountability system, Currently be re-designed to capture services provision data and student progress data. Components to address organizational and coordination issues also being added

15. 1. American Indians 101 FAQ American Indians 101 FAQ 2. Incentives Incentives 3. Seniors Support Seniors Support 4. House Resolution 168 House Resolution 168 5. Ute Tribe Library Ute Tribe Library 6. Uintah Basin Teaching American History Uintah Basin Teaching American History