Analysis Of Silas Willard Elementary School

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.

While shadowing at Ridge Elementary School, I noticed that some of the students seemed to be on different social-emotional scale levels. Some were natural born leaders and some were not which is okay. The natural born leaders would take charge of group assignments and the other children had no problem being a follower. Either way, the assignments that they had got done every time. I perceived almost immediately that an excess amount of the school’s students fell under three complexions. The three were mostly Hispanic, moderate Black/African descent, and few Caucasian. Since the school was mostly Hispanic this lead to the school has a lot of concentration on reading improvement clubs, in other words, bilingual education program which could be a great benefit for students who need the extra assistance. Taking a glance at the religious diversity in the classroom there were hard if any no visible religious diversities. Due to the majority of the school is the same ethnicity I am making an assumption the culture practiced the same religion which is why there is a lack of diversity in that area. More diversity should be added to this school district I believe the most impactful, and teachable moments are derived from a fellow diverse

The setting is Washington Elementary School in West Orange, NJ. The grade I picked is first grade. The age group in the class is between the ages of five and seven. The subjects they learn are math, language arts, social studies, and writing. But they focus more on reading and math throughout the day. There are 8 girls and 8 boys in the classroom which makes 16 students in total. The class is divided into three racial and ethnic groups which are Latino or Hispanic, African Americans, and Asian American. There are about 1 Asian American, 6 Latino or Hispanic, and 9 African Americans.

The community leaders should ask if the children are safe as they attend school, how effective is the transportation and travel to the school. Are there jobs and resources for the students after they graduate from school?

Fewer electives will be able to take place such as music, and internship programs which future ready students for the future and opens their eyes to possible future careers. Along with all these changes, class sizes will increase. By a larger class size, teachers will not be able to focus on students as much individually causing students to gain a lack of care towards the class, and “cooperative learning and other more complex activities” will not be able to be done due to the fact with a large class size it is “just too difficult to manage” (Kelly). With the activities being decreased students may not be as attentive to their academics, drop out, or not even put thought into college. Many older and smaller schools have been forced to close down and join into a different newer and bigger school. This transition has put teachers out of jobs, and affect students by moving “to an unfamiliar setting [which] can be both mentally and emotionally draining” (Kelly). Teachers whose jobs are taken, or have decided to move to a different profession because of the lack of security for their job are majorly being affected, and also causing more job competition for others while applying for other jobs. The teaching profession is not one to rush into, with the uncertainty of where you may end up and the effect it may have on students.

A majority of the students in Middle Tennessee Public Schools come from a low- income family household. The school in which I work, Clearview Middle School is not only low- income, but is also a “priority” school. Priority schools are in the bottom five percent in being in the category of lowest- performing in the school district. The population of students at Clearview Middle School are majority African- American, but the cultures among the school are rich and diverse. Many students at Clearview Middle School have high potential of achieving great academic success, but fall short due consistent classroom disruptions throughout the day.

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

When a school receives a negative or unsatisfactory rating it will be important that as an administrator we do not hide but rather face the problem head on. If we try to dodge those who are concerned it will only lead to more anger and fractured relationships. It is important that we focus on maintaining and improving upon our relationships. We need to capture the communities and parents trust through our actions toward improvement which can be supported by data. Per, Maze of Mistrust Parents, Educators, and the Challenge of Public Engagement business groups, local government officials, taxpayers, and civic organizations were sometimes clamoring for change and often mystified by what the schools were up to. Now is the time that we must

George W. Hewlett High School (HHS) is a comprehensive school with programs designed to meet the needs of each student. It is located in Hewlett, NY a small section of Long Island. In 1898, the New York State Legislature created Union Free School District No. 14, the Hewlett-Woodmere School District, to serve the educational needs of children residing in Hewlett, a large part of Woodmere. I moved to this district after eighth grade, where I completed high school. Transitioning from a small Catholic school in Queens to this very prestigious public school in Long Island was a seamless shift for me academically; however, not so much socially. Hewlett’s large student population, demographics, and environment were some factors that made my relocation

So, we do have . . . the English Language Learners as a subgroup in our school. We also have the autistic support population of students in our special education department, we have . . . [a] magnet . . . special education population . . . [pause] trying to think, outside of those particular groups if there is anything to consider. We don't have a large African American population, even for a large school, I would have to pull out our . . . profile even to just take a look . . . [and] not a very large Latino population [pause] and we are in the area of the district where we do have a higher SES status. So, we do not have a large number of historically underperforming students.

It seems the biggest problem in the CPS district, more specifically Paul Robeson High School, is funding issues. With the district and the school already in debt, classroom funding, not to mention funding for important after school activities and fine arts classes, is very limited. Not only does this make it hard for teachers to have the appropriate resources for helping children learn, but it also makes things like Teaching Union Strikes very likely. Children are constantly being put on the backburner when money is on the line, which defeats the entire purpose of the public schooling

St. Charles West High School has a vast array of students that attend the school. While I have observed 3 different classes, there are different students in each class. The Civics class consists of freshman, ages 14. These students are a bit rowdy and tend to act out when I am in the classroom. There is majority of mixed-race students in this class when compared to white students with an even amount of males and females. Also, 1 student with an IEP with ADHD. The next class is Contemporary Issues which consists of sophomores and juniors ages 15-16. Majority of white males with only 2 mixed males in the class. There is no special needs students in this class. Lastly, the AP class consists of 10 students with an even amount of males and females. Grades are sophomores through seniors, ages 15-17. This class consists only of white students and no students with special needs.

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 middle school I am currently working at has the highest minority rate in all of KISD. We are a low socioeconomic campus, and a large number of students I deal with come from broken homes. A large number of students only have one parent in the home, or they live with relatives. I have had students tell me they did not sleep the night prior because there was a fight in their home. I have had students tell me there was no food because mom used the money for alcohol or drugs. I have had students come in the next day crying because a family member was shot the night prior. The kids in my school also tend to move every six months, because that is when the lease is up, and the parent can’t pay the net bill. The truth is a large number of these

experience when visiting an inner city elementary school; located in the inner city of Los Angeles, Edwin Markham Intermediate School is described a haven. He described the elementary school to be different from what most people would expect. The school was clean, the students we involved, and the teachers were encouraging.