This thesis presents a change project for a High School. The High School is a rural school on the Standing Rock Indian Reservation in South Dakota. According to MAPS tests administered during the 2014-2015 school year, a majority of students in the 9th grade had a third-grade reading level. This state of affairs was evidenced when a student was asked to read aloud out of a textbook during class. The low reading level ability was reflected in the low scores a great number of students received in Freshman Science class. Most were experiencing learned helplessness and would not even participate in class which led to discipline problems.
The purpose of an innovation would be to improve reading skills starting at the beginning of the students’ life, and life in school in order for the student to have adequate reading capabilities in high school and beyond. That the teacher can affect the ability to read as early as Kindergarten is a possibility. It was found that a Kindergarten teacher’s affective quality had an influence on working memory, which in turn effects skills in first grade. Most effective was the child’s learning of independence through the way the teacher treated the student.
In another study, it was found that development of the phonological loop aspect of working memory predicted better reading skills for Chinese students. The studies suggest that reading skills in children can be affected even earlier than in Elementary School. The students would benefit from a reading program to improve skills, as well as the teachers who could assign reading assignments and have students read in class, the school would benefit because scores would increase.
Table of Contents
1. Organizational Improvement Change Project
2. Introduction and Overview
3. Change Scenario
4. Obstacles, Impediments, and Supports for Change
5. Change Topic Analysis
6. Action Plan
7. Leadership Self Reflection
Project Objectives and Focus Areas
This organizational improvement project aims to address low literacy rates and behavioral challenges at a rural high school on the Standing Rock Indian Reservation by implementing a culturally relevant reading program for students from pre-kindergarten through eighth grade.
- Analysis of socio-economic and educational barriers affecting student performance.
- Application of Bolman and Deal’s organizational frames (human resource, political, and symbolic) to guide change.
- Integration of early childhood literacy interventions to foster long-term academic success.
- Evaluation of leadership self-reflection and the necessity of community-based change strategies.
Excerpt from the Book
Introduction and Overview
The High School is a rural school on the Standing Rock Indian Reservation in South Dakota. The English Proficiency at the school was 16%, and in the 2014-2015 school year, and 53% of the students graduated with a high school diploma. The ninth grade in the 2014-2015 school year started out with 55 students, the tenth grade 33 students, 11th grade 22 students, and the 12th grad 30 students, 98% are American Indian and 2% White. The total minority enrollment is 98% and 98% are economically disadvantaged. There are 12 full time teachers and the student-teacher ratio is 11:1. 48% of the population are females. 98% are on the free lunch program and a free breakfast is offered. The English Proficiency was 16 with a State average being 60. There was a-20.5 gap between actual and Performance Index (US News and World Report, n.d.).
According to MAPS tests administered during the 2014-2015 school year, a majority of students in the 9th grade had a third-grade reading level. This state of affairs was evidenced when a student was asked to read aloud out of a textbook during class. The low reading level ability was reflected in the low scores a great number of students received in Freshman Science class. Most were experiencing learned helplessness and would not even participate in class which led to discipline problems.
Summary of Chapters
Organizational Improvement Change Project: Provides an overview of the school's demographic profile and the specific academic and social challenges faced by the student body.
Introduction and Overview: Details the low English proficiency and reading levels, as well as the socio-economic conditions influencing student engagement and discipline.
Change Scenario: Discusses the theoretical necessity of improving reading skills from early childhood to support academic achievement and reduce behavioral issues.
Obstacles, Impediments, and Supports for Change: Analyzes the political and cultural hurdles to reform, including historical trauma and the need for a collaborative approach.
Change Topic Analysis: Applies the human resource, political, and symbolic organizational frames to evaluate the feasibility and implementation of the proposed change.
Action Plan: Outlines the strategy for introducing culturally relevant books and community partnerships to support early literacy and mitigate disruptive classroom behavior.
Leadership Self Reflection: Examines the author's personal leadership strengths, weaknesses, and his ongoing development as an educator and agent of change.
Keywords
Organizational Change, Reading Proficiency, Native American Education, Standing Rock, Literacy Program, Cultural Relevance, Educational Reform, Human Resource Frame, Political Frame, Symbolic Frame, Early Childhood Development, Learned Helplessness, Academic Achievement, Leadership Reflection, School Improvement
Frequently Asked Questions
What is the core focus of this project?
The project focuses on addressing systemic academic and behavioral issues within a rural school on the Standing Rock Indian Reservation by targeting low literacy levels.
What are the primary themes addressed?
Central themes include the impact of poverty on education, the importance of culturally relevant curriculum, organizational leadership, and the application of theoretical change models in a school setting.
What is the primary objective of the research?
The goal is to initiate a K-8 reading program to boost academic performance, improve student engagement, and reduce behavioral disruptions in the classroom.
Which methodology is used to approach the change?
The author utilizes Bolman and Deal’s Four-Frame Model—specifically the human resource, political, and symbolic frames—to analyze the school's environment and develop an effective intervention strategy.
What does the main body of the work cover?
The work covers a situational analysis of the school, a review of relevant literacy research, an analysis of barriers to change, an action plan for book distribution, and a critical self-reflection on the author's leadership.
How would you characterize this work with keywords?
The work is characterized by terms such as organizational change, literacy, Native American education, educational leadership, and institutional reform.
How do the author's personal values influence this project?
The author integrates his values, including his faith and commitment to continuous improvement, to reflect on his role as a change agent and his ability to communicate vision to stakeholders.
What role does community involvement play in the proposed solution?
Community involvement is critical, as the author seeks to partner with organizations like the Hopa Mountain Story Makers to provide culturally relevant resources that bridge the gap between home and school.
- Quote paper
- Stephen Grams (Author), 2018, Low reading ability in a High School in South Dakota. What are possible improvement measures?, Munich, GRIN Verlag, https://www.grin.com/document/458815
