Ambassadors Preparatory Academy: 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.

Why are you interested in teaching at an Uncommon school and how have you demonstrated a commitment to urban education in the past? *

The school that I work in is located in Frederick, Maryland. We have nearly 800 students that attend Kindergarten through 5th grade, and with diverse backgrounds. The school is located in a very prosperous neighborhood, with several additional sections of townhomes and apartment complexes which house Section 8. All of these are within walking distance to the school. In Frederick County there are over 2,500 ELL students and more than 11,000 that are FARM (Free And Reduced Meals) students. Our graduation rate is superb with an over 93% graduation rate and a 3.5% dropout rate. This

Houston Elementary is a predominately white school. 413 white students are enrolled in Houston Elementary, which is nearly 98% of all students. This is most likely due to the fact that many of the current residents in Houston are part of a family who has been in the Ozark area for many years. Although the population in Houston is mostly composed of white families, there are families from different ethnic backgrounds present. The Elementary school has two black students enrolled, two Asian students, and two Hispanic students. Therefore, all together 1.5% of Houston’s elementary students are from an ethnic race different from that of the white students. Many of Houston’s students are faced with poverty; this means that the students’ families are dealing with financial challenges which are often due to loss of jobs or lack of available work. This financial strain can make it difficult for families to afford to pay for their children’s lunch every day. This need is the result of a program which offers free or

For the purpose of this assignment, the leader I have chosen Ms. J, the principal of a charter school in New Orleans charter school named Harriet Tubman Charter School. Ms. J was also a founder of a school network that oversees 3 elementary to 8th grade schools. Founded in 2011 the schools now serve over 1700 students in the New Orleans area. Tubman Charter school has a staff of eighty. Ms. Lauses role is to oversee eight staff members that ensure that the school produces leading results for the state as well as promising scholars that will path their way to college. As the principal of this school specifically, Ms. J has large obstacles that go beyond the walls of the school. Harriet Tubman Charter school is within a neighborhood that struggles both economically and educationally. Almost 100% of the scholars qualify for a free lunch and are black or Latino and the kindergartens scholars that arrive on the first day know only one or two letters of the alphabet. Historically before Hurricane Katrina in New Orleans on 38% of public school students graduated high school (quote). While most people see this as a place where most people see extreme challenges, Ms. J see’s it as an opportunity for change and promise.

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.

The Far West Elementary School is a school that is dedicated to a certain subset of learners that often face challenges with learning and living in the United States due to things such as cultural and language barriers. The Far West school seeks to address that while not concerning itself with making a profit. This report will cover seven major facets of the Far West program. These are, in order, an overview of the program, an assessment of the program, the needs/problem statement, the program's planning, the alternative funding streams that may exist, implementation of the program and evaluation of the program.

Lonnie B. Nelson Elementary is a public education institution in Richland Two School District, located in Columbia, South Carolina. The school was established in 1963 and celebrated its fifty-third birthday this year. Much has changed since the doors first opened at the “hive” over a half-century ago, but the tradition and history remain just as rich as the community it belongs to. Lonnie B. was named after a local prominent businessman who also served as a member of the school board (“History,” 2016). The school was founded after the renowned Mr. Nelson, in an effort to recognize his contributions and work in the community (“History,” 2016). The original structures of the building still reside in the well-developed, modern, elementary school that Lonnie B. Nelson is today. Renovations and additions have been completed in order to sustain the rapid growth of the population in Northeast Columbia. The most recent changes to the school include; adoption of the Integrated Thematic Instruction (ITI) model in 2006, establishment of the Academy for Civic Engagement (ACE) magnet program in 2007, the active use of 7 Habits of Highly Effective People used as a framework for their community of learners and AVID, Advancement Via Individual Determination, for students grades fourth through fifth (“History,” 2016). Lonnie B. Nelson provides a safe and nurturing environment that focuses on challenging all students academically while

I am an 8th grade student at Memphis Street Academy. I am sure that many people believe us scholars shouldn't care about what happens to the school when we move on, but that is not the case. Most of the students graduating this year have been going to Memphis Street Academy for at least two years and are now almost about to graduate.

Silas Willard elementary school is mostly populated with students that are white. Hispanic and black students are the next two ethnicities. There is a 57.4% of kids coming from a low income family, which is awfully sad because that is more than half the students. The kids with limited English is only about 3% so that shouldn’t really be an issue. It says only 5% are homeless which seems pretty low, but could be something that they could fix in the future. The mobility rate is pretty low at 12.5%. The student attendance rate is at 94% which I think is really impressive. I think that demographic wise, the children the issues seem to be pretty low, so I feel like there shouldn’t be too many challenges for them. The class size for this school

A follow up to last week's announcement that Our Lady of Fatima School has a location set in Lansing and is looking for both donations and registrations. While the former is needed, the latter is what is necessary for our school to move forward. It makes little sense for us to create a school when the demand does not warrant its existence. With that in mind, if your family is interested in registering for the 2017-2018 school year, please do so as soon as possible.

My experience working as a corps member at Norland Senior High School have taught me many things. It is essential to establish positive relationships with the students that build on common respect, be caring and understanding. Be a good listener, relate to them and they will be comfortable to open up about any trouble they might be experiencing. Greet them at the door, provide verbal praise when they show up to school or perform a good deed. Show concern when they have been absent and check up to make sure that everything is fine. To have success in teaching in predominantly low-income communities the first thing one must remember that these children come to school with different experiences and mindset. It crucial that the teacher creates

Although Herndon has implemented a variety of partnership activities, there is still room for improvement for parent involvement in School activities as well as Kids at Hope program activities. Herndon can improve on six types of Epstein parent involvement (especially Decision making and Collaborating activities), such as involving ESL and low income families. The achievement gap is growing among ESL students and Low income students. The ESOL and low income population is increasing yearly. There is a 20 percent increase in the Hispanic population in the last three years. Reaching, communicating and involving these parents is becoming increasingly difficult. Certain clubs like Math clubs and Science clubs are receiving less parent volunteers

It was an easy task to recall times when I’ve either heard or participated in culturally destructive conversations. Often I hear the comment that parents of our students (Hispanic, ELL, low SES) don’t support the school, don’t value the education we are providing their child, think that it’s only the schools job to deal with misbehavior, learning, etc. Teaching at a Program Improvement school does have challenges, and I feel when these comments are made it’s because the teacher is frustrated and overburdened. Due to the low parent involvement, I can see why so many teachers have this point of view. I now understand that many of Olivewood’s parents may think that sending their child to school clean and fed is showing support for the school.

Growing up as a Kansas City, MO resident, I attended schools in the Kansas City school district. I attended J.S Chick African Centered school in elementary and I could always remember having two teachers to even out the student teacher ratio, so therefore we all were able to get individualized attention. Nowadays elementary school students aren't able to have this benefit. With all of the school shutdowns in the Kansas City, MO school district our children are being effected tremendously.