Improving Education through Collecting and Analyzing Information

Red Lake Nation College engages in ongoing assessment of teaching and learning.

Our ongoing analysis of teaching and learning is a continued promise to maintain high standards of education at our college. We are dedicated to ensuring our education is culturally rich and diverse and that standards are met. We follow a Program Outcome document that details the standards we work with and the levels of progress we expect to achieve, as well as a Program Review document to show the relationships between the steps and the courses. We also keep yearly reports, which include data analysis of student performance, academic reviews, and review and collaboration by committees.

Assessment Process Information

Program Outcomes
Program Review

Assessment Reports

Institutional Outcomes

-Students will learn inherent knowledge of the Red Lake Ojibwe language, culture, and history.

-Students will demonstrate leadership through effective verbal and written communication.

-Students will examine the world through critical inquiry and analysis.

-Students will learn values and principles of an Ojibwe worldview and exercise civic responsibility.

– Students will gain fundamental knowledge in math, science, and technology

Students at the Capitol

President King and Students at the Capitol in Washington DC.

Institutional Outcome Rubrics

Rigor Rubric

Thoughtful Work 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
Student Learning Students demonstrate their learning by completing recall and  retell tasks. Most tasks draw on  memorization and focus on answering recall-type questions. Students demonstrate their learning by completing tasks that require comprehension. Students demonstrate their learning by completing tasks that validate their ability to analyze, synthesize, and/or evaluate new instructional content. Students develop their own learning tasks that stretch their creativity, originality, design, or adaptation.
Instructional Design Learning tasks include one assigned way for students to demonstrate their thinking. Learning tasks include one or more assigned ways for students to demonstrate their thinking. Learning tasks allow students to self-select options to best represent their thinking. Learning tasks extend students’ learning, inspiring them to pursue self-discovery.
High-Level Questioning 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
Student Learning Students respond to questions that  mainly focus on basic recall and retell. Students respond to questions that demonstrate a comprehension of content. Students fully explain and justify their thinking when responding to questions that demonstrate different levels of thinking,  including questions that require analysis,  synthesis, and evaluation of information. Students actively engage in developing rigorous questions to challenge the thinking of their peers.
Instructional Design Lesson mainly includes questions at the recall and retell level, and/or  not all students are required to respond to each question. Lesson includes questions at a range of levels, but not all students are required to respond to each question. Lesson uses questioning to carefully support students in moving to higher levels of thinking, ensuring that all students have an opportunity to respond. Lesson is designed to inspire all students to engage in high-level questioning around the  learning task with their instructors and peers.
Academic Discussion 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
Student Learning Student discussion is driven by the instructor and mainly remains at the retell level, mostly using everyday language, with little to no  evidence of academic or domain specific vocabulary. Student discussion focuses on a variety of  topics with each student offering  his/her own thinking without using ideas from peers. Student discussion, structured by prompts from the instructor, includes a combination of retelling, analysis, and/or stating a claim and defending it with evidence. Students provide explanations or evidence of their thinking and respond to their peers’ comments. Students engage with peers in instructor guided academic discussions focused on  analysis, synthesis, and evaluation of content driven topics, using academic language to express their thinking regarding the major concepts studied. Students support their ideas with concrete explanations and evidence  paraphrasing as appropriate, and build on or challenge the ideas of others. Students primarily drive the discussion, consistently adding value to the dialogue with their peers and instructor, and respecting the opinion and thoughts of both. Students are able to stay focused on the activities of inquiry and  engage in dialogue, using content-rich vocabulary with their peers.
Instructional Design Lesson mostly structures discussion as instructor-led, with the majority of interactions instructor to student. Lesson structures discussion as a mix of  instructor-led and peer-to-peer with the instructor facilitating the majority of discussions. Lesson mostly structures discussion as independent peer-to-peer. The instructor facilitates and redirects the discussion as needed, while evaluating the quality. Lesson is designed to inspire students to independently engage in dialogue and add valuable academic content around the learning tasks.
Programming 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
Opportunity and Initiation The institution provides few educational and co-curricular  opportunities that are academically, intellectually, and  personally challenging in the areas  of Ojibwe language, culture, history, communication, critical  inquiry, civic responsibility, and  math, science and technology The institution provides some educational and co-curricular opportunities that are academically, intellectually, and personally challenging in the areas of Ojibwe language,  culture, history, communication, critical  inquiry, civic responsibility, and math, science and technology. The institution provides numerous educational and co-curricular opportunities that are  academically, intellectually, and personally challenging in the areas of Ojibwe language,  culture, history, communication, critical inquiry, civic responsibility, and math, science and technology. Students initiate participation in educational and co-curricular opportunities that are academically, intellectually, and personally challenging in the areas of Ojibwe language,  culture, history, communication, critical inquiry, civic responsibility, and math, science and technology.

Relevance Rubric

Meaningful Work 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
Student Learning Student work is procedural and structured, reflecting a basic understanding of information learning during the lesson.  Student work focuses on class-specific content, with an emphasis on building skills, developing comprehension, or other foundation skills. Students think critically about content  and apply information learned to  address a specific task. Student work  demonstrates originality. Student  work requires application of knowledge learned during the lesson. Students think critically about content and  apply information learned to address a range  of cross- disciplinary tasks. Student work demonstrates creativity and originality.  Student work requires real-world, predictable  and/or unpredictable application that has a  direct connection to a career in the related  field of study. Students think and act critically to curate  content and apply information learned to  address a range of cross-disciplinary tasks which are both creative and original. Student  work requires the ability to select, organize,  and present content through relevant  products with multiple solutions.
Instructional Design Lesson provides students an opportunity to  demonstrate foundational understanding of  content. Lesson provides students an opportunity to complete a specific  task that requires application of  knowledge. Lesson provides students an opportunity to  select from a range of real-world, relevant  tasks, using critical thinking about new  learning to complete the task. Lesson inspires students with an opportunity  to think critically about new learning to create  their own real-world, relevant tasks.
Authentic Resources 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
Student Learning Students mainly engage with one source of  information for the lesson. Students use one  source to complete tasks focused on making  simple connections to content. Students engage with one primary  source of information for the lesson,  and use secondary sources to support  it. Students use one or more sources  to complete real-world tasks focused  on making simple connections to  content. Students engage with multiple sources of  information, both primary and secondary,  during a lesson. Students use multiple  sources of information to complete real-world  tasks involving comparisons, analysis,  argument, and research. Students engage with multiple sources of  information, both primary and secondary,  during a lesson, including multi-format  resources. Students select and use a variety  of resources to solve predictable or unpredictable real-world scenarios.
Instructional Design Lesson relies on one source of information.  The lesson is organized around the structure  of the content-specific text. Lesson is structured around an essential understanding/question,  uses primary and secondary sources,  and includes opportunities for students to connect content to a  content-specific text and an additional source. Lesson is structured around an essential  understanding/question and relies on multiple  authentic texts and resources to conduct comparisons, analysis, arguments, research,  and other relevant, real-world tasks. Lesson is structured around an essential  understanding/question and relies on  students to select multiple authentic texts and  resources to engage in real-world problem  solving.
Learning Connections 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
Student Learning Students seldom have the opportunity to  engage in content that has explicit connection  to real-world application. Students occasionally engage in  content that explicit connection to  real-world application. Students engage in content that has explicit  connections to real-world applications. Students discover opportunities to apply  content to their lives as well as real-world  applications.
Instructional Design Lesson provides appropriate content, but without explicit connections to real-world  applications. Lesson provides some opportunities  to connect content learned to real world application. Lesson provides multiple explicit opportunities for students to connect content  learned to real-world applications. Lesson inspires students to create their own opportunities to connect content learned to their lives, as well as real-world applications.
Programming 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
The institution provides few learning experiences that are directly applicable to the  personal aspirations, interests, or cultural  experiences of students as well as their  connection to real-world issues, problems,  and contexts. The institution provides some learning experiences that are directly  applicable to the personal aspirations,  interests, or cultural experiences of  students as well as their connection  to real-world issues, problems, and  contexts. The institution provides numerous learning  experiences that are directly applicable to the  personal aspirations, interests, or cultural  experiences of students as well as their  connection to real-world issues, problems,  and contexts. Students are directly involved in developing  and providing numerous learning experiences  that are directly applicable to the personal  aspirations, interests, or cultural experiences  of students as well as their connection to real world issues, problems, and contexts.

Cultural Responsivity Rubric

Meaningful Connections 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
Student Learning Students do not have the opportunity to make meaningful connections  between home and school by incorporating their cultural identity and life experiences into their coursework. Students have minimal opportunity to make  meaningful connections between home and  school by incorporating their cultural identity  and life experiences into their coursework. Students have several opportunities to make  meaningful connections between home and  school by incorporating their cultural  identity and life experiences into their  coursework. Students have multiple opportunities to make  meaningful connections between home and  school by incorporating their cultural identity  and life experiences into their coursework.
Instructional Design Lesson solely prescribes mainstream ways of knowing and making meaning. Lesson primarily relies on mainstream ways of  knowing and making meaning. Lesson provides several perspectives on  situations or ideas and supports student  understanding of all of them. Lesson provides multiple perspectives on  situations or ideas and supports student  understanding of all of them.
Diversity 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
Student Learning Students do not have the opportunity  to approach lesson from a variety of  cultural, racial, ethnic, or linguistic  backgrounds. Students have minimal opportunity to  approach lesson from a variety of cultural,  racial, ethnic, or linguistic backgrounds. Students have several opportunities to  approach lesson from a variety of cultural,  racial, ethnic, or linguistic backgrounds. Students have multiple opportunities to  approach lesson from a variety of cultural,  racial, ethnic, or linguistic backgrounds.
Instructional Design Lesson does not impart a multicultural perspective. Lesson incorporates minimal diversity in cultural perspectives. Lesson includes several references from varying cultural perspectives. Lesson includes multiple references from varying cultural perspectives.
Social Action 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
Student Learning Students have no opportunities to  connect learning to social, political, or  environmental concerns that are  relevant to them. Students have minimal predetermined  opportunities to connect learning to social,  political, or environmental concerns that are  relevant to them. Students have several predetermined  opportunities to connect learning to social,  political, or environmental concerns that are  relevant to them. Students are given the opportunity to explore  many avenues of their choosing that connect  learning to social, political, or environmental  concerns that are relevant to them.
Instructional Design Lesson does not incorporate cultural  references to impart knowledge,  skills, and attitudes. Lesson incorporates minimal cultural references to impart knowledge, skills, and  attitudes. Lesson incorporates several cultural references to impart knowledge, skills, and  attitudes. Lesson incorporates multiple cultural references to impart knowledge, skills, and  attitudes.
Programming 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
The pedagogy of culturally responsive  teaching drives the creation of few  academic and operational functions  of the institution. The pedagogy of culturally responsive teaching drives the creation of some academic and operational functions of the  institution. The pedagogy of culturally responsive teaching drives the creation of most academic and operational functions of the  institution. The pedagogy of culturally responsive  teaching drives the creation of all academic  and operational functions of the institution

Institutional Priority

Meaningful Connections 1 – Beginning 2 – Emerging 3 – Developed 4 – Well-Developed
Communicate using various technology  mediums (email, student learning  software, computer applications. Students have little understanding of using and /or understanding most available technology mediums at RLNC. Students have a fair understanding of using most available technology  mediums at RLNC. Students have a good understanding of using all available technology mediums at RLNC. Students have a well- developed skill set and understanding using all available technology mediums at RLNC.
Use of available technology in order to  find, evaluate, and apply appropriate  sources. Students have little understanding of how to use available technology to find, evaluate, and use sources  for assignments given. Students have a fair understanding of  how to use available technology to  find, evaluate, and use sources for  most assignments given. Students have a good understanding of how to use available technology to find, evaluate, and use sources for any assignment given. Students have a well-developed understanding of how to use available technology to find, critically evaluate, and use sources in an integrated manner for any  assignment given.

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