Alief ISD Case Study

I teach first grade at Lowe Elementary School; my class is made up of twenty-four very diverse seven year-olds; they come from all over the city of Louisville, from a variety of socio-economic situations. Each student brings a unique personality to our classroom community, and they all work hard to become “smarter and smarter” and to “go to college”. Thirteen students are boys and eleven are girls. Of these twenty-four students, three of them are English Language Learners. Additionally, eight students receive tier two interventions and two receive tier three interventions in reading. In math, five students are tier two and four are tier three. I also teach one student who receives ECE services for a developmental delay. Within my class there is a wide achievement gap.

Texas is best known for its individualistic subculture, but that individualism has led to a downfall in the educational system affecting all students in Texas. There are many reasons as to why this problem is currently still being seen, and one of the biggest reasons is inadequate funding. Although inadequate funding is one of the biggest problems, the gaps in the educational system will not be solved simply by providing more funding. Instead, a new system must be created. This new system should reach out to all groups and be more equitable, not just focused on certain groups, such as the Hispanic community. Most importantly, effective teachers with less overcrowded rooms should take place in the new system. With that in mind, the new

Mrs. Alice McLoughlin-Doro is a Special Education teacher at Downers Grove South High School in Downers Grove, Illinois. The community is known for its excellent school districts. According to the 2010 census there were 47, 833 people living in Downers Grove with approximately 19,000 households and 13,000 families. The racial makeup of the school was reported to be 88% White, 3% African American, 5% Hispanic, 0.2% American Indian or Alaskan Native, 5% Asian, and 1.6% from two or more races. About 1.7% of families were below the poverty line. The school district report card reports the following racial/ethnic background for the school: 68.1% White, 10.3 African American, 11% Hispanic, 7.3% Asian, 0.2% American Indian, and 3.2% two or more races. The elementary schools, middle schools, and high school all perform very well academically receiving above state average scores on standardized tests. She has been working there for 10 years and is currently a Case Manager of 17 students, all with an IEP, all with different needs and goals in the LD department. She co-teaches two general education classes in English intervention, all freshman. Although she is a Special Education teacher, she works with all the students. She also teaches a READ 180, Tier 3 reading and english intervention. This is where we will be focusing on for this

The elementary educators both viewed the strengths of the program as flexibility to servicing the students, and being able to work with students in small groups. The middle school teacher thought that the participation of the general education teachers in the program was a definite strength. Among the weaknesses, teachers thought scheduling was difficult, and there is not enough staff to service the students. Also, teachers thought it was difficult to provide consistency of services and communication throughout all the buildings in the district. The middle school ELL teacher also noticed a lack of formal assessments and progress monitoring to help meet the changing needs of the students. The teachers’ goals addressed these weaknesses. They wanted to improve communication, and consistency of the ELL program, learn more about assessing Ells and ensure that the current ELL program moves forward. The elementary teacher also thought it was important to keep ELL students a priority even though our district doesn’t have many students who qualify. I also thought it was interesting that the middle school teacher also wants to provide general educations teachers with more support and guidance. I think that is a great goal that will help the students and the teachers!

A major strength of Ennis ISD is the low dropout rate of its students. In seventh and eighth grade, Ennis ISD had an average dropout rate of zero percent as compared to the state average of 0.4 percent. The difference in dropout rate is more readily seen in the seen in high school. The Ennis ISD high school dropout rate of 0.7 percent is much better than the state average of 2.4 percent. This data substantiates that Ennis ISD exceeds at keeping its students enrolled from elementary to high school, despite the large percentage of economically disadvantaged students and English Language Learners.

6. After looking at the data, the grade span and population that should be of most concern to the district is grades 3-5 IEP-special education. The reading proficiency decreased from 57.8% to 46.7% and the mathematic proficiency decreased from 70.2% to 54.1%. This data could indicate there was a change in the special education program that is affecting the instruction of the students.

If the current system not the administration calculates that the annually will increase as a chance to reinforce the district where it needs the assistance. While increased funding not necessarily equate to improvements in student performance, it’s funding and where it is clearly needs to be addressed. Ambitious effort to lift student achievement and, fundamentally, to undermine the idea of public

Since completing the Agency Observation Checklist, I have taken a deeper look into the district I am currently employed in and the inequities that exist in its policies and practices. South Middle School is part of the Wentzville R-IV School District in Wentzville, MO. Wentzville is about 40 miles west of St. Louis and is considered a suburban city. Wentzville has grown significantly since 2010 and is continuing to rapidly grow. Wentzville School District currently serves close to 17,000 students. There are three high schools, three middle, schools, ten elementary schools, and one early childhood center. I work at South Middle School and have focused my observation and analysis on the English Language Learner structures

“John Doe” Learning Academy is a tribal and federal funded program meeting the education needs of children six weeks to five years. All the students come from low-income families around the area. The Learning Academy houses students at four different sites within the tribal nation. It provides tribal, other tribes, and non-native children aiming to promote tribal culture and language along with school readiness skills. The school population has about 250 students, which consists of 33% tribal and 67% non-tribal students. The school system has one three-star school and three one-star schools. The system contains about forty-five staff members classified as lead teachers, teacher assistants, and teacher aides. The downside is only four

Currently, I am student teaching at Alfred E. Zampella PS #27 School in the district of Jersey City. The school is located in a busy city, next to John F. Kennedy St. which is especially busy in the morning and during rush hour. This results in several late students on a day to day basis. On the other hand, this school is also highly accessible and as a little over a thousand students. The school has grade levels from kindergarten to 8th grade, and has a mix of general, special, and inclusion education classrooms. Typically, families that enroll their students into this school are of lower-middle socio-economic class, and tend to be majority Hispanic, Indian, and African American, with few Caucasians and Asians. This school provides a variety of special programs for their ESL students and special need students. Students may be offered speech language pathology, occupational therapy, physical therapy, ESL programs, reading recovery, and counseling.

A 49-year-old, Middle Eastern male presented to the Northern Virginia Community College dental hygiene clinic for both an oral prophylaxis. He was in good health and did not use any medications or supplements and, therefore, was classified as a health status of ASA I. The patient’s vital signs included a blood pressure of 112/78 RAS, pulse of 64 beats per minute, and a respiratory rate of 14 respirations per minute, which further concluded his health status. Patient had no history of any tobacco use, nor did he consume any alcohol.

As we grow in education, it always seems as in there is someone that is left behind. Educators need to be able to reach out as many students as possible, but some may argue that it does not feel this way. Often, students with special education needs are considered to be too difficult to teach, or simple just a “lost cause.” The way we interact and care for all students not only shows in each student, but it shows in the impact it has on the community as a whole.

The Sandy Springs Educational Force (SSEF) was established to ensure all Sandy Springs public school children have the opportunity to reach their full academic potential and in turn, become productive members of our community. How we teach our children will have a direct impact on what our communities will look like in the future. Over 50% of Sandy Springs public school students are economically disadvantaged. This disadvantages makes it almost impossible for these students to take full advantage of the educational opportunities our school system offers. But, with your support, we, as a community, can change that.

The ELL team within District 427 is a small but effective group of 5 individuals. The teachers and administrators that are involved with the ELs are extremely passionate and constantly working with the numbers that they have to better service their students. The team meets frequently and is in constant contact within one another to help each other overcome obstacles that are occurring within their classrooms with their EL students. Although the team is small, they are only servicing a small population, and always open to change. If the EL enrollment were to increase, the team would increase as well. Their goal is to ensure that all of the students are being serviced for all of their needs for success.

As we review and synthesize data of a district for planning school improvement, the following information is needed to access and determine the needs of a school. First, a thorough analysis of performance data must be reviewed to see how school districts measure up with state and federal accountability. During this process, it is very important that schools focus the performance indicators that will guarantee growth and success. School teams must refer to the districts mission and vision to guide the planning process. The performance indicators will provide data that will be beneficial in creating improvement strategies. So, after careful evaluation of the data, the next step would be to plan effective methods and strategies that will improve student achievement. Moreover, this plan should include needs, demographics and opportunities for students to be successful. Additionally, the baseline data is important information to include in the improvement plan.