For the Fall of 2016, I worked at Cornatzer Elementary School in Davie County. Cornatzer Elementary School was a Title I school where 60% of the students were considered economically disadvantaged and qualified for free/reduced lunch. I worked in a 1st grade classroom that was composed of 25 students; out of those 25, 15 were male and 10 were female. The majority of the class was Caucasian; however, there were 4 Hispanic children, and 1 of two or more races. During a typical week, we had 5 children who received pull out services. Specifically, we had one student who qualified for English Language Learner (ELL) services, 3 students who solely needed speech services, and 1 student who received speech and behavior interventions.
The unit chosen for Evidence 5 was on forces and motion, students were pre-tested (formative) and post-tested (summative) on their knowledge of push and pull (force) and attraction and repulsion (magnets). Due to the students age and reading ability, both the pre-test and post-test was broken into two parts to prevent confusion. On one side of the page tested force, whereas on the other side of the page tested magnets. In the data chart below, I graded each section as separate tests and labeled each formative assessment as either force or magnet in attempt to catch trends in the data. For any type of assessment, I considered passing to be at 85% which would translate to a B. These tests and other assessments coordinated with the essential standard and
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.
More than 2 in 3 parents in low-income households (68 percent) agree that the current economic conditions have made it difficult for them to afford placing their children in an afterschool program, compared to 57 percent of households not qualifying for the Federal Free or Reduced Price Lunch Program. (“Benefits for Youth, Families, & Communities”)
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
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.
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
I volunteered at Chiefland Elementary School, under Ms. Sidorenko’s supervision. After doing my twenty hours of volunteering at Chiefland Elementary School, I have gained new knowledge on how religion works in schools. If you grew up in a small town area like I did, you would know that religion around here is not a touchy subject with many people. Many faculty administrators who work in the school system happen to be Baptists or Christians. Therefore, people are able to throw in religious assessments here and there without getting into too much trouble. In this case, at this school, everyone goes to the same church or partners with each other’s churches. Before I go on, let me just say, even though I am a Christian, I think that religion shouldn’t be a topic talked during school hours. My reasoning for this is because children are there to get an education and to learn about the world around them. Teachers barely have enough time to teach the concepts that are mandatory, if we add religion it will just offend students and teachers won’t be able to get their job done. Now that society is changing and is starting to accept individuals more, I have noticed this school is having a hard time accepting that.
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
Schools have legal and ethical responsibilities to all of their students, and cannot exempt ELL students from that fundamental truth. Federal guidelines prohibit the use of Title VI funds by schools that discriminate on the basis of race, color, or national origin (US Department of Education). These guidelines allow for the enforcement of fair treatment of all students. The importance of this treatment extends much further than funding. Even with the requirements for schools to provide services to these students, “51% of 8th grade ELL students are behind whites in reading and math” (Fry). The requirement of providing these services has a significant impact on this number; however the magnitude of this number suggests there may be room for improvement.
How is our school addressing and reaching African American and Hispanic students? Students with Disabilities?
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.
This research investigates the efficacy of a program designed to reduce racial, ethnic and economic isolation at two public elementary schools in the State of Connecticut. The two schools are Madison Elementary School (MES) in Bridgeport, Connecticut, and Daniels Farm Elementary School (DFES) in Trumbull, Connecticut. During the 2015-16 academic year, 85% of the students at MES were Minority, 18% were classified as English Language Learners, and 100% were eligible for free or reduced price meals. During the 2015-16 academic year, 78% of the students at DFES were White, 2.8% were classified as English Language Learners, and 5.7% were eligible for free or reduced price meals. According to Google Maps, the two schools are 6.4 miles
High poverty public schools in the sample show a considerably greater need for special educational support programs than do low poverty schools; that students in these schools, whatever their family socioeconomic status, have lower achievement than do students in the low poverty schools; and that schools with more than 50 percent of their
In the United States, every child has the opportunity for a free education and free transportation; however, not everybody gets treated equally. One key example is that minority students and students with disabilities are suspended at largely disproportionate rates compared to non-minority students. Due to these suspensions, minority students are less likely to have access to a punctilious college prep courses according to a study released by the U.S Department of education’s office of Civil Rights page 6” Researchers found out that African-American students were 1.78 more likely to be suspended than those non-minority students. The Latino student’s suspension odds were 2.23 times
This is a sociological problem because it affects children, families, schools, and their communities. Families are affected because they might have to find extra money to support their child’s lunch account. Also, this could increase food insufficiency in the family, as well as, role strain and conflict with the parents being employers and care takers. According to the U.S Department of Education, schools in low-income areas lack vital resources, so to decrease funds, these programs will probably diminish all together. Communities containing schools with bad reputations could cause less people to move there. The conflict theory