East Rock Community Magnet School

One way this is accomplished is by “closing the achievement gap between high- and low performing children, especially the achievement gaps between minority and nonminority students, and between disadvantaged children and their more advantaged peers” (No Child Left Behind Act, 2001, Section 101). Because there is a great emphasis placed on closing the achievement gaps of those who are disadvantage, it is important to pay attention to all factors that affects the student’s academic performance. If students are experiencing chronic stress and anxiety due to community violence and/or poverty-stricken living conditions, they will experience difficulties with performing academically. Under the NCLB act, the school counselor focus on all aspects of the student, specifically their developmental needs. Teachers are responsible prepping and improving students’ academic achievement.

Mountain City is a diverse city and it has population over 165,000, according to case 4: Mountain City Schools. The Mountain City is home to the Mountain City School (MCS) district, which involves of approximately 29,500 students, as well as, a staff of 1,825 certificated personnel and 1,395 classified employees. (Peterson 41) The district is included of a post-high school educational program, five high schools, one alternative school, ten middle schools, and forty elementary schools. The administrative offices, also known as “The Hill”, view the employees within the district along with performer, decision making, and guiding finances for all the schools. (Peterson 41) MCS is important part of Mountain city.

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

Channelview ISD, the district in which I was raised and currently teach, is considered a low demographic district with a high population of at-risk, economically disadvantaged and special education students. The TAPR results exhibit a clear correlation between the demographics of the school and their performance results. Results vary sporadically and show clear indicators of differences amongst demographic factors such as grade, gender, race, economic level, language capabilities and intelligence level, however, some factors influence test results more than others. Grade, intelligence level and language capabilities prove to be the main factors in the gaps between the percent of the state that were at Level II Satisfactory or Above and district percentage results. Also analyzed were the percentages of students who were at Postsecondary Readiness and Advanced and lastly and analysis on what percent of students made progress and exceeded progress as well as identifying which students performed well and

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

With these requirements, school districts can easily target at-risk youth that appears to be prominent in their misbehavior. With many incentives of receiving federal aid to support school safety and other additional funds based on academic performance, many at-risk are often removed and displaced from the educational system.

Recently, Del Stover, the senior editor of the American School Board Journal, Interviewed Dr. Vonderlack-Navarro regarding

Miss Kane’s first grade class at Lutie Lewis Coates Elementary School (also known as Coates Elementary) has twenty students and seventeen of them are considered English Language Learners (ELL) (E. Kane, Personal Communication, October 4, 2016). This is very frustrating for both Miss. Kane and her students because it is very difficult to communicate with many of her ELLs. Out of Miss Kane’s twenty students eight students are Hispanic, five Indian, five Black, and three White. Miss Kane’s class is very diverse and this allows students to feel more accepted because not all students are similar. Coates Elementary as a whole is very diverse: Asian 28.86%, Black 18.26%, Hispanic 37.32%, and White 12.08% (Fairfax County Public Schools, 2015). Miss Kane’s classroom reflects similar diversity as Coates Elementary does. Both Miss. Kane and the Coates staff really show their appreciation for diversity and attempt to treat all children equally giving all students equal opportunity. Coates Elementary is a Title I school; about fifty percent of students receive free and reduced lunch (Fairfax County Public Schools, 2015). This school was placed in the center of poverty and many of these students who participate in the free and reduced lunch program are English Language Learners.

This interview was conducted with Wes Jensen the current principal of Mountain View Middle School. He has been the principal at his current school for two years, and was vice principal of the Blackfoot High School for two years. Before he became an administrator he was a classroom teacher for seven years, giving him 11 years of experience in education. The school has a very diverse population comprised of many different ethnicities including Native American, Hispanic, and Caucasian. The economic situations range from wealthy to highly impoverished. As the principal of this school he is a very professional man who holds high expectations for his staff.

Describe a setting in which you have collaborated or interacted with people whose experiences and/or beliefs differ from yours. Address your initial feelings, and how those feelings were or were not changed by this experience.

The goal of this proposal is recommend that the school makes east campus while including Rappahannock hall to no longer be dry residence hall for those twenty one in age and older to try and decrease the high DUI rate here at CNU.

Let’s get it straight: schools are failing because of the people who work in them, not because of parents like you. The truth is that one factor - teacher effectiveness - has the greatest impact on student performance” This quote couldn’t have been said better. During one of our class periods we watched a video on Dr. Steve Perry and his capital prep magnet school. Afterwards, we discussed the ways in which he interacted with his students and the effects of having an uninvolved principle versus an involved principle. My peers recalled previous principles of theirs and it correlated to what he’s saying in the above quote. Those principles who actually showed interest in students and attempted to connect with them had schools with a lower dropout

In today's world violence, chaos, and death has become too common and too redundant. It seems as though every day there is a new story in the newspaper about police brutality , the corruptions of society , and civil wars within developing countries. Despite the fact that we can easily look up information about the daily traditions and values of different cultures around the world we fail to do so. The lack of knowledge about other people and societies ,besides our own, causes a shallow understanding of why people do the things we hear and see in the headlines. This magnet school appeals to me because I believe learning about the world's customs will help me in my future goals to become a journalist.

On Monday,October 14, 2013 at 7:00 P.M., I attended the Bradford Area School District school board meeting at Floyd C. Fretz Middle School in the large group instruction room. This meeting was important for the teachers, students, and the schools in the district. It provided information that correlated to the material in class and a perspective on what situations as a future teacher I may experience.

Some student’s education outcomes are not the same as other students and Primary schools whole school policies are always monitored, updated and evaluated to adjust to the ever changing needs of the pupils and their local environment. The term 'at risk' refers to children and youth who are in danger of failing at school, or in making a successful transition to work. Educational, social and vocational failure is predicted by a range of factors, including: poverty, ethnic status, family circumstances, language, types of school, geography and community. Children and youth at risk and urban education: Research, policy and practice (1997). Bernstein argued that children from varying backgrounds developed different language codes, of forms of speech,