TB: Karen, you recently completed the post-testing process of the Lakota Language Level 2 Textbook. This marks the second full year of pre-and post-testing. Tell me about the schools.
KLW: Testing is a lot of work but I find it very satisfying. I always learn something and it makes me feel good to help schools improve their Lakota Language Program,
This school year grades K-12 at thirty-four schools, including alternative schools, participated in the post-testing process using Levels 1 and 2 testing tools. I was unable to test the full student population at some schools due to end of the school year activities and graduations.
In between the testing, my time was spent visiting not only the participating schools but other schools to discuss establishing the LLC Lakota language program. It was encouraging to find a great amount of interest in starting a Lakota Language Program with these new schools.
In the mean time, the participating schools strived to improve their pre-test averages through more interactive class room activities like games, use of the flashcards, the Lakota Font Bundle and the story books with the accompanying audio CD. Collaboration among schools began as administrators and teachers asked me to find available resources and activities used by other schools. An example would be a school wanting to find activities to teach the language through math or sharing of classroom resources.
One way of indirect collaboration is through the use of the LLC curriculum by so many schools. By doing this, it gives the students who transfer from one school to another, even to another reservation, the opportunity to just slide into their new school’s Lakota Language Program. I found this to be true at a couple of schools where they thought the new students shouldn’t be tested because they transferred in during the school year. When I asked the students what school they came from it was a participating school and I was able to test them.
As the post-testing began, other state tests were conducted and I was told that these students are tested and tested. So, I thought I would find resistance but when I told the students that it was the Lakota Language Test they were eager to test and are now familiar with the process. They love the fact that it is done on the computer with the headphones and they are willing to share with each other their scores. As always, students want to take it more than once.
TB: I’m looking at the graphs and charts of the post test score results. In general, it looks like progress is being made. How much progress are you hoping to see?
KLW: This year some classes met the 40% recommended improvement percentage but as far as the overall school percentage, it didn’t happen. The improvements that were made were great to see; any increase whether it is slight or big means progress.
Schools that did not make significant improvements may have encountered unforeseen circumstances like no classes due to personnel issues. One teacher was deployed during the school year, one teacher was promoted to another position or maybe they lacked class room resources. There are always issues for schools to deal with and that’s why we try to keep the focus on making progress.
TB: Tell me about the schools that are making the most improvement. I understand that they will receive awards.
KLW: Yes, this year we are recognizing schools for achievement in two categories: Best Average (pre & post tests) and Most Improved. Here are the winners.
School Type |
Best Average
(pre & post tests) |
Most Improved |
Elementary
|
Wakpala‐Smee School |
C‐EB School |
Middle
|
Wakpala‐Smee School |
Standing Rock Jr. High School |
High School
|
Tiospaye Topa School |
C‐EB School |
What’s interesting is that we are seeing a continued presence of Wakpala-Smee and Tiospaye Topa Schools in the Best Average category. Other schools like Roosevelt HS, Rock Creek, and Red Cloud deserve mention and are potential competitors for the Best Average category. In the Most Improved category, C-EB School and Standing Rock Jr. High earned honors.
Schools that placed at the top of each category will receive plaques at the awards Lakota-Nakota Language Summit and other schools deserving of honorable mention will receive a certificate of achievement.
In general, good scores reflect the ability of a school to provide an environment conducive to learning. There are always things in the way and testing can help schools identify where the issues are as a first step towards improvement. And, schools that are making the most progress can help other schools through examples of best practices.
TB: Karen, what are the goals of testing and how can the LLC and schools use the results?
KLW: The data results are returned to the school to use for their informational purposes; data is presented to the school boards, the tribal education committees and discussed among the appropriate staff at the schools. In addition, this data can benefit the schools for justification for the enhancement of their overall Lakota Language Program or Class and more class room time, class room space, resources and staff.
Most importantly the data provides the school with the ability to analyze the results and determine not only the program success but student success as well. It provides the accountability schools need and what areas of improvement should be addressed.
Currently, I’m developing a tool to test the testing process itself. The LLC wants to collect information from school administrators, teachers, and students about their experiences with our testing process and then evaluate our current method to see where we might be able to improve it. Eventually, what we want to put in place is a system for continuous improvement of the testing process and a method for schools to share best practices in establishing and maintaining a strong Lakota Language Program.
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