Assignment 2A - Asset Identification-3 (1)

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Feb 20, 2024

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Assignment 2A – Asset Identification Introduction Consider the way your school community is described by data-driven systems. What criteria are measured and how are they discussed? What is not captured in the framing of the collected data? What doesn’t get measured at all? What assets can you identify and leverage for the benefit of your students? ( The intention of this assignment is to learn where to find data about your school community, and to identify and examine the assets that may or may not be evident in those data.) Deliverable Make sure you submit 4 parts of this assignment . You will fill out 4 respective templates for this assignment. Search available data and identify the assets of your school community. Use the provided tables as a guide and note that there are suggested data sources to guide your search beneath the category in each row. 1. Class Profile - use CAASPP data, diagnostic/assessment data provided by your school and other observations/data you’ve collected so far this year (i.e.: School Information System (SIS), family survey, get-to-know-you activities with students, language survey). ○ Note: if you do not have a current classroom, you can log in to SimSchool and use class profile from the simulation. Check each of the learners’ profiles and include your “future” classroom expectations. You can also use the focus students in Week 3A’s assignment as your class profile (in Week 3 towards the end of the assignment page). 2. School Profile - use the online resources provided by the state Dept of Education, your school website, school LCAP plan 3. District Profile - use the online resources provided by the state Dept of Education, your district website 4. Community Profile - refer to US Census data, drive through your school community, interview community stakeholders (ask your students!) DO NOT LIMIT YOURSELF TO SUGGESTED DATA TO REPORT; ADD ALL INFORMATION YOU FIND THAT YOU FEEL INFORMS YOU ABOUT THE PROFILE!

Resources In order to access some of the information, familiarize yourself with the following resources to use in the following activity. USE THEM ALL to complete the assignment. ● Sample School, District and Community Profiles for a local charter elementary school (shaded in pink to avoid confusion). They are attached at the end of this assignment. ● An Asset-Based Approach to Teaching: What it is and Why it Matters ● Culturally Responsive Teaching and the Brain ● CalTPA 2.0 Assessment Guide – In course resources ● DataQuest (CA Dept. of Education) ● School and District Profiles ● School Accountability Report Card (SARC) ● California School Dashboard ● US Census Data ● Kids Count Data Center ● Local City Webpage and Individual School District and School Website ● California Department of Education School/District Profile Search ● ELPAC Test Results

1. Class Profile Description of Students’ Assets and Learning Needs:  Data Quest (CA Dept. of Education)  School Accountability Report Card (SARC):  Diagnostic/assessment data provided by your school and other observations/data you’ve collected so far this year (i.e.: family survey, get-to-know-you activities with students) Differentiation Options: ● Self-contained teachers: complete the class profile for your whole class ● Single-subject teachers: complete the class profile for one section of students ● Education Specialists: complete the class profile for your caseload Class Name / Grade: K6 District: Glendale Unified School District -School : Benjamin Franklin Elementary School (Public} -my assignment class is TK Data 1) Assets 2) How you can use the assets to engage learners? Demographics ● SIS My Class Demographics : Race/ ethnicity Students total:16 Hispanic :4 White :11 Asian :1 Male: 10 Female:6 Classroom is culturally diverse , In this Transitional Kindergarten (TK) classroom of 16 students , focusing on student strengths involves culturally diverse activities to promote funds of knowledge of students ,I will focus on small group activities to keep students engaged by Including books and stories that represent various cultures, languages, and traditions. Identifying letters and sounds ,as well as mastering

free meal eligibilty : 6 numbers /double digits along with basic math. Transitional Kindergarten (TK) students, typically aged four or five, has mixed ethnicities and culturally diverse backgrounds , First I would focus on Creating a Transitional Kindergarten (TK) curriculum that is focused on diverse cultural diversity and backgrounds involves intentionally incorporating materials, activities, and experiences that reflect the richness of the students' varied backgrounds. Such as :  Diverse culture project (books,songs,traditions)  Cultural art and craft  Dramatic play center  Music and dance exploration The above mentioned strategies would be incorporated along with the below lessons in order foster an inclusive and supportive learning environment for all TK students. Regularly assess and adapt the curriculum to ensure it reflects the evolving needs and backgrounds of the students in classroom.  Art activity( penmanship ,steadiness ,and structure in using worksheets ),storytelling, imaginative play  Alphabets ,letters and sounds  math ,number identification and concept  geometry, shapes (identifying most shapes

and colors)  science basic knowledge animals ,nature etc..  Helping students with SEL to develop social skills such as sharing, taking turns, and interacting with peers( skills in self-help, coping, and problem -solve ) Performance Data ● CAASPP ● ELPAC Math  Number and concept identification 1-30 = 11/16  Basic number addition and subtraction 7/16  Geometry -measuring units, shapes 12/16 Language Art  Letter and sounds identification and concept (alphabet) 13/16  Fine motor (penmanship, stroking letters and numbers)8/16 The above info as of today is a general data collection of the classroom , ● prior academic knowledge related to the specific content you plan to teach ● English language proficiency levels (Standard English learners and English learners) List student initials and proficiency levels ● relevant assessment data for your context The progress of this TK classroom is not where it is supposed to be based on the data collection I assumed. About 30% of the class needs modification and reinforcement as well as one on one support on math ,language art and also breaking down some of the lesson complexity to help other students catch up .I would also focus on manipulative activities in order to help students with fine motor to promote penmanship as far as stroking and using pencils and color pencils . Celebrations ● What have you Class Important Events Cultural Heritage Day: Invite students and their families to share aspects of their cultural heritage. Incorporate most cultural relevant festivities into

established? Multicultural Storytelling Day: International Food Festival: Language Exploration Day: Diversity Fair: Art Around the World: Mother and father’s day Valentine’s day Thanksgiving Halloween Christmas holidays Initiatives Learning Garden initiative program We make sure our teachers and students have access to our Learning Garden and Native Plant areas for environmental education. There, students can learn about life cycles of plants and animals, native plants, which plants are edible (and taste them), food chains, water cycles, and soil composition. Our students' time in the garden reinforces the K-6 science curriculum and aligns with California State Science Standards. In addition, our Green Lunchroom Initiative involves children directly as they learn about waste sorting, waste reduction and get a real-world example of sustainability in their community. Gifted & Talented Education (GATE) program Qualifying students are invited to participate in the GUSD Gifted and Talented Education (GATE) program. Students in the GATE program receive differentiated instruction in the classroom, as appropriate, based on their interests, preferences, and strengths. Additionally, each school offers GATE learning experiences outside of the regular classroom. curriculum, such as Including activities, crafts, and food samples from various cultures. in order to promote inclusion ,diversity, and backgrounds to keep students engaged and also create /bridge up connections with backgrounds. Also create Opportunities to raise awareness of cultural diversity by involving families. Organize a potluck-style event where families contribute dishes representing their cultural backgrounds. Create a diverse menu, and encourage students to taste and learn about different cuisines. Include cultural displays and information about the origin of each dish. Dedicate a day to exploring different languages spoken by students in the class. Teach basic greetings, phrases, and words in various languages. Encourage students to create language-themed crafts and activities. Host a fair showcasing the diversity within the classroom. Create displays, posters, and presentations celebrating different cultures. Include interactive activities and games that highlight cultural diversity. Explore art from different cultures and countries. Engage students in creating art projects inspired by diverse artistic traditions. Display the artwork in a classroom or school-wide exhibition

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