Brehm Preparatory School Mission

The Brikelle academy school (Kemps Landing/Old Donation School) is moving to a new building after three years of construction work from the McKenzie Construction, Inc. Teachers and construction workers have worked hard to make this new building an achievement and make it complete. The plan all started on November 2011, so this has been planned for six years and the construction started on summer of 2014. The energy efficient school was 4 months ahead of time making the school to be open also 4 months ahead of time. This building will be bigger for all 1375 students and teachers, gifted dance and art, grades 2-8 and will be moving to the new building April 3rd at Independence Boulevard and Honey Grove Road. The new school location may change

A child is encouraged to see his or her talents as loving gifts from God and to see academic work as a way to cultivate those talents in preparation to love in return. St. Mary of the Angels School also fosters the child’s solidarity with teachers and fellow students, who accompany the child in his or her academic journey, each one helping the other in personal growth and lasting friendship. Our Whole-Family / Whole-Person Philosophy St. Mary of the Angels School has a common mission that includes a commitment to truth and a concern for the whole person of parents, teachers, and of our young people. Parents are the primary educators of their children—they are critical to their children's education—so we strongly emphasize the relationship of the school to the home.

San Bernardino City Unified School District houses one of the largest populations for students with moderate to severe disabilities within the Inland Empire. Over the past decade San Bernardino City Unified School District (SBCUSD) has sustained an influx of students who qualify for a moderate to severe special day classroom (SDC) setting and special education services. Effectively educating youth with moderate to severe disabilities is not a simplex task, as it requires multifaceted skillsets involving various special education professionals. Developing and executing a service delivery model that targets student’s individual needs, while simultaneously supporting students in strides towards life long goals is crucial. Carmack Elementary is one of fifty-two elementary schools within SBCUSD that only provides educational services to students with moderate to severe disabilities grades kindergarten through sixth. The community surrounding Carmack Elementary has been deemed high-poverty, indicating a vast majority of students who attend Carmack are presumed as low-income status. Lastly, a vast majority of students who attend Carmack Elementary qualify for the free and reduced meal program offered through the district.

Brooklyn Technical High School is a high school that is inferior to ours that has been proven a leader in providing a quality education in various fields. The school was envisioned by Dr. Albert L. Colston. On October 18, 1918, he presented a paper to the Brooklyn Engineer’s club describing his dream. His paper was approved and his dream came to fruition in the spring of 1922 when the Board of Education approved the establishment of the school, which happened in the fall of that year. It’s initial location was in a warehouse at 49 Flatbush Avenue Extension. This area was near the Manhattan Bridge, which is where the icon of the school comes from, rather than the commonly thought Brooklyn Bridge. Colston became the first principal of the school.

As a result of the location of the school in a suburban community, the parents are very actively involved in the school. As a result of the active of the supportive parents in the community, the students arrived every day with a smile on their faces and generally prepared for learning. However, as with

In the article, Memories of the “Other”: Lesson in Connecting with students, written by, Dr. Thomas Knestrict, Ed.D., Xavier University Cincinnati, Ohio, illuminates the obstacles a child struggling with learning disabilities, the school system who had pushed him through even with , educators lack of knowledge in handling a child with learning disabilities and need for meaningful relationships between child and educators to help build upon successful students.

“I am learning every day to allow the space between where I am and where I want to be to inspire me, and not terrify me”. This quote, by Ellis Ross, paints a very good image of how I want to take on these next few weeks of the Summer Transition Program. I have always wanted to be a better student than I actually am, but my disabilities influenced my studies immensely. I am currently diagnosed with dyslexia, dyscalculia, depression, and anxiety. Struggling in high school has only encouraged me to continue my education at UW-Whitewater to reach my goals. After graduating college, I hope to work with adolescents who have the same issues as me, or to work in an area similar to child protective services. My disabilities have held me back in high school in multiple ways, but I am very grateful to have the opportunity at UW-Whitewater to work past my difficulties in more areas than just education. Although I have weaknesses, I take pride in my reading skills, writing ability, and social dexterity.

provide the appropriate transition service to all students with disabilities; applying numerous and challenging programs and strategies. “Students learn to manage their time and money, network with professionals, and prioritize work and school assignments”. Besides, the executive director state that these training motivate and prepare students to insert into society, learning a trade and receiving a salary for their efforts; understanding the meaning of the work, developing social skills, adopting appropriate behaviors, and adequate work’s habits (Virtual Job Shadow, 2016).

I believe the school endeavours to provide as much variety of opportunity as possible to allow each child to find something they are good at. The mission and aims show that the school recognises the diverse nature of its children and families, and their individual faiths, cultures and abilities and encourages its

The second is Communication between the Home and School. In order to help families create settings within the home to support their children as students we, the teachers, can provide suitable materials which give information and assistances on how the parents can help at home. Through pamphlets, e-mails, and phone calls teachers can inspire and encourage parents to converse and work with their child. Through our involvement with the families, parents become more aware of their child’s school platform, they interact on a more positive level with their children they are more skilled to reinforce the teacher's objectives in order to achieve better schoolwork. When we give parents information to become more knowledgeable partners with the school, their child sees that their parents and teachers are communicating with one another about their schoolwork, which allows them to become more aware of their parents involvement and abilities. This will open up the opportunity for the child and parents to talk openly about the child’s schoolwork and the decisions the child makes at school.

The purpose of this Family and Community Engagement Assessment is to analyze my school’s current family and community engagement efforts as related to students with disabilities. When considering the NCLB subgroups, it is important to note that my school does not have any students that receive free lunch or would be considered economically disadvantaged. However, we have a considerably large, growing population of students that are categorized as disabled. 20% of our students have a disability, and this is a frequently discussed topic in my district, due to the number getting larger in recent years, implying that this target group of students are struggling academically at higher and higher rates (State of New Jersey Department of Education, 2014). Although the definition of a disabled student can be broad, the majority of our disabled students are those that have Individualized Education Programs (IEPs) due to learning disabilities and receive related special education services of some sort. Our student learning problem involves very large class sizes in special education, including students with a wide range of ability levels.

Growing, developing and learning are the facts of life for all children. Each day children are faced with many new concepts and various challenges. Can you imagine how it feels for a child to face not only new challenges life has, but to face these challenges while living with a learning disability? These challenges are met not just when they begin school either. Students suffer from learning disabilities from the moment they begin learning, not when they start school. Learning disabilities are real and they affect millions of people. “One such disability that affects over approximately 15 percent of the total American population is dyslexia” ( Nosek 5).

There are several different factors which a teenager has to go through especially in the urban area schools. The school as well as society needs to see what these children must go through in order to help them. This will require patience along with understanding to help the child as well as long-term planning of attitudinal changes. The government needs to face the fact that they need to help with campaigns such as anti-spoking as well as anti-drugs (Repke, 2015). These measures need to be strictly enforced to make sure everyone in the community can see the need for the changes. The community needs to have programs which are designed to help with child development, job training, food and transportation as well as parent training. There are even possibilities which will incorporate both behavioral as well as psychodynamic components.

The idea of children with disabilities, whether they be mild or severe has been a very controversial and misunderstood topic. In the past inclusion has brought about huge changes for not only the students, but also the parents and families of these children, and staff at schools. Teachers and education professionals were the first to really feel the wrath and intimidation of this dramatic shift in education. There were several different factors that were coming about that made it very difficult for schools and teachers, the unorganized mandates were strict and didn’t allow much time for change. “President Gerald Ford signed the Education for All Handicapped Children Act (EAHCA) into law in 1975. Since the original passage of the EAHCA, the law has been amended four times and renamed the Individuals with Disabilities Education Act (IDEA)” (Conroy, Yell, Katsiyannis, & Collins, 2010, para.1).

The key to any successful school district is the administration. Teachers essentially provide structure, organization, and the background of a child’s future. To educate students with learning disabilities, it is essential that the staff has the training and resources needed for the appropriate people, place, and time (Lazarus) (What is Inclusion, 2001, n.p). It is unrealistic to expect that regular education teachers will always be aware of the latest research or be able to readily adapt the school's