Lake Nokomis Community

Schools
Staf
Keewaydin
White:
3-8
88%
I love my school and
Black: 8%
I belong here
Committees
Female:
75%
BLT
Professional Development
PDPLC
(systems)
ENVOY
ILT
PTA
EQUITY
(instruction)
SEL
MCA
(climate)
Overall: 47.5%
EQUITY
Student

Readi
ng

Math

White: 67.6%
Black: 26.6%
Latino: 24%
Native American: 42.8%

Overall: 52.7%
White: 67.6%
Black: 31%
Latino: 32%
Native American: 50%

Demographics
White: 47%
Black: 22%
Latino: 21%
Native Am: 6%
Asian: 4%
Free/Reduced:
57%
ELL: 17%
SPED: 15%
Advanced: 19%
HHM: 6%

Principal
3rd year
white
female

ILT
9
white
femal
es

1
Black
male

1
white
male

Native
Hispanic
White
Black

95% Attendance: 97.1%

Column1
# of
Referrals

Summary of Findings
Staff is NOT representative of the student
population.
MCA scores are increasing with math results
stronger than reading results.
Who runs this school?! LADIES!
Referrals for blacks 4:1/whites 1:1.
White students outperforming black students
on math and reading MCA by a ratio of 2:1.
Students attend school everyday.
All staff of color are support staff except two.

TOP 5 To Dos
Hire teachers of color.
Training for staff on Restorative
Circles.
Implement Data Meetings.
Continue with Equity PD.
Build more reading time into the
schedule.
Silent reading time.
Teacher guided reading (skills,
comprehension, vocabulary, etc)

Theory of Action
ACTION

EFFECT

EVIDENCE

If administrators pay close

attention to what is going on
academically in individual
teacher classrooms.

Teachers will pay close

attention to what is going on
academically with individual
students in their classroom.

3 data meetings:
1 early 3rd quarter
1 early 4th quarter
1 late 4th quarter

If teachers pay close attention

to what is going on
academically with individual
students in their classroom.

Then areas of concern can be

identified.

Identify two students of color

who are struggling.

If areas of concern are

identified.

Then plans can be put in place

to address these concerns,
with specific students, in order
to interrupt the cycle of low
achievement.

Detailed plan of intervention

including, time frames for
implementation and progress
monitoring.

If plans are put in place, with

specific students, to interrupt
the cycle of low achievement.

Then students will learn.

Increase shown in students

achievement compared to
previous data meeting results.